小學三年英語教案

高三英語過去完成時。

一名優(yōu)秀的教師在教學時都會提前最好準備，教師要準備好教案，這是教師的任務之一。教案可以讓學生更容易聽懂所講的內(nèi)容，讓教師能夠快速的解決各種教學問題。你知道怎么寫具體的教案內(nèi)容嗎？下面是小編精心為您整理的“高三英語過去完成時”，歡迎大家閱讀，希望對大家有所幫助。

過去完成時

一、概念
過去完成時表示在過去某一時間或動作之前已經(jīng)發(fā)生或完成了的動作，即“過去的過去（past-in-the-past）”。
----|--------------------------|-------------------------------|----------------------------
那時以前　那時　現(xiàn)在

二、構(gòu)成
過去完成時由“助動詞had+過去分詞”構(gòu)成，其中had通用于各種人稱。
例如：
Theyhadalreadyhadbreakfastbeforetheyarrivedatthehotel.
他們來賓館之前就已經(jīng)吃過飯了。
Hedidn’tgotobeduntilhehadfinishedhework.
他直到把工作做完之后才睡覺。

三、用法
1.過去完成時表示一個動作或狀態(tài)在過去某一時間或動作之前已經(jīng)完成或結(jié)束，即發(fā)生在“過去的過去”。
例如：
WhenIwokeup,ithadstoppedraining.
我醒來時，雨已經(jīng)停了。（主句的動作發(fā)生在“過去的過去”）
HehadleftwhenIarrived.當我到達時他已經(jīng)離開。

2.過去完成時是一個相對的時態(tài)，表示的是“過去的過去”，只有和過去某一時間或某一動作相比較時才使用它。
例如：
Shetoldmethatshehadwrittenanewnovel.
她告訴我她已經(jīng)寫好一本小說了。(hadwritten發(fā)生在told之前)
IfoundthewatchwhichIhadlost.我找到了我丟失的表。

3.過去完成時需要與一個表示過去的時間狀語連用，它不能離開過去時間而獨立存在。此時多與already，yet，still，just，before，never等時間副詞及by，before，until等引導的短語或從句連用。
例如：
BeforeshecametoChina,AmyhadtaughtEnglishinamiddleschoolforaboutfiveyears.　
艾米來中國之前，在一所中學已經(jīng)教了五年英語。
Tomhadcollectedmorethan300Chinesestampsbythetimehewasseven.
湯姆在七歲時已經(jīng)集了300多張中國郵票。

4.過去完成時表示某一動作或狀態(tài)在過去某時之前已經(jīng)開始，一直延續(xù)到這一過去時間，而且動作尚未結(jié)束，仍然有繼續(xù)下去的可能。
例如：
Bytheendoflastyear,myfatherhadworkedinthefactoryfortwentyyears.
去年年底時，爸爸已經(jīng)在工廠工作二十年了。（hadworked已有了20年，還有繼續(xù)進行下去的可能）　
Bysixo’clockhehadworkedelevenhours.到6點鐘時他就已經(jīng)工作了11小時。

5.動詞think,want,hope,mean,plan,intend等用過去完成時來表示過去未曾實現(xiàn)的想法，希望，打算或意圖等。
例如：
Ihadwantedtohelpbutcouldnotgetthereintime.
我本來打算去幫忙，但沒有及時趕到那里。
Theyhadhopedtobeabletocomeandseeyou.
他們本來希望能來看看你。

6.過去完成時還可用在hardly…when…,nosooner…than…,Itwasthefirst(second,etc)time(that)…等固定句型中。
例如：
Hardlyhadhebegantospeakwhentheaudienceinterruptedhim.
他剛開始演講，聽眾就打斷了他。
Nosoonerhadhearrivedthanhewentawayagain.
他剛到就又走了。
Itwasthethirdtimethatshehadbeenoutofworkthatyear.
這是她那一年第三次失業(yè)了。

過去完成時的用法總結(jié)如下表：
過去完成時
構(gòu)成助動詞had+動詞的過去分詞

基

本

用

法1）表示在過去某一時刻或動作以前完成了的動作，即“過去的過去”?？梢杂胋y,
before等介詞短語或一個時間狀語從句來表示，也可以用一個表示過去的動作來表示，還可能通過上下文來表示
2）表示由過去的某一時刻開始，一直延續(xù)到過去另一時間的動作或狀態(tài)，常和for,since構(gòu)成的時間狀語連用
3）過去完成時常常用在賓語從句（或間接引語）中，這時從句中的動作發(fā)生在主句表示的過去的動作之前
4）在包含有when,until等連詞的復合句中，如果主句謂語動詞和從句謂語動詞所表示的過去動作不是同時發(fā)生的，那么先發(fā)生的動作通常用過去完成時表示
和其它時態(tài)的區(qū)別過去完成時/現(xiàn)在完成時
現(xiàn)在完成時著眼于現(xiàn)在，強調(diào)過去發(fā)生的某動作對現(xiàn)在造成的影響和結(jié)果，或是由過去持續(xù)到現(xiàn)在的動作
過去完成時則主要體現(xiàn)過去發(fā)生的動作先后有別，表達的是“過去的過去”
過去完成時/一般過去時
過去完成時強調(diào)某動作在過去某時間或另一動作之前已完成
一般過去時僅表示動作或狀態(tài)在過去某時間發(fā)生過，不強調(diào)與另一動作的比較

注

意

事

項1）動詞think,want,hope,mean,plan,intend等用過去完成時來表示過去未曾實現(xiàn)的想法，希望，打算或意圖等。
2)過去完成時還可用在hardly…when…,nosooner…than…,Itwasthefirst(second,etc)time(that)…等固定句型中。
3）It/Thiswas+序數(shù)詞time或最高級that后面的從句用過去完成時。
4）用于表示與過去事實相反的虛擬條件從句中

現(xiàn)在完成時與過去完成時的區(qū)別

現(xiàn)在完成時著眼于現(xiàn)在，強調(diào)過去發(fā)生的某動作對現(xiàn)在造成的影響和結(jié)果，或是由過去持續(xù)到現(xiàn)在的動作。
例如：
Ihavecleanedtheclassroom.
我打掃干凈教室了。（強調(diào)掃地所產(chǎn)生的結(jié)果：地干凈了！）
Theyhavelivedherefortwentyyears.
他們住在這二十年了。（“住”從過去持續(xù)到現(xiàn)在的動作用現(xiàn)在完成時）
WehavelivedinBeijingsincewecameChina.
自我們來中國就住在北京了。（“住”是從過去持續(xù)到現(xiàn)在的動作用現(xiàn)在完成時）

過去完成時則主要體現(xiàn)過去發(fā)生的兩動作的先后有別，表達的是“過去的過去”，即比過去發(fā)生的某動作都還要“過去”，兩動作中先發(fā)生的就用過去完成時，后發(fā)生的則只用一般過去時。運用過去完成時的句子往往有兩過去的時間或動作。
例如：
MrSmithhadlivedinLondonfortenyearsbeforehecametoChina.
史密斯先生在來中國之前就已經(jīng)在倫敦住過十年了。(“來”中國已成過去，而先前“住”在紐約就是過去的過去?。?br> Wehadlearned2000wordsbytheendoflastterm.
在上期期末，我們就已經(jīng)學了2000個單詞。
（“上期期末”已過去，而在其前“學”的就更過去了?。?/p>

過去完成時專項練習
一、單項填空
1.WhenLiMinghurriedhome,hefoundthathismother____already____tohospital.
A.has;beensentB.had;sentC.has;sentD.had;beensent
2.Thestudents_______severalnewEnglishsongsbytheendoflastterm.
A.hadlearnedB.learnedC.havelearnedD.willhavelearned
3.LuMeitoldmeshe_____breakfast,soshewasveryhungryafterhavingtwoclasses.
A.hashadB.hasnthaveC.havehadD.hadnthad
4.Hardly______tothebusstopwhenthebusleft,whichdrovethemcrazy.
AdidtheygetBtheygotChadtheygotDhastheygot
5.She_____herkeysintheofficesoshehadtowaituntilherhusband____home.
Ahasleft;comesBhadleft;wouldcomeChadleft;cameDleft;hadcome
6.Mr.Blacksaidthatitwasatleasttenyearssincehe_____agooddrink.
AhadenjoyedBwasenjoyingChaveenjoyedDhavebeenenjoying
7.I______tocatchthefirsttrainbutIgotuptoolatethismorning.
A.hopingB.hadhopedC.hashopedD.wouldhope
8.Dr.Brownwasverydisappointedthatonethirdoftheguests_____whenhe_____attheparty.
A.left;hadarrivedB.left;arrivedC.hadleft;hadarrivedD.hadleft;arrived
9.Tomfirstmetme10yearsago.I______inaradiofactoryatthattime.
　A.hadworkedB.haveworkedC.wasworkingD.hasbeenworking
10.----What______whenIphonedyou?
　----I______mywork,andwantedtogooutforawalk.
　A.haveyoudone;finishedB.wereyoudoing;havefinished
　C.didyoudo;hadjustfinishedD.wereyoudoing;hadjustfinished
11.Itisveryclearthatyouwereinahurry.You______yoursweaterinsideout.
A.hadwornB.woreC.werewearingD.arewearing
12.----We______thatyouwouldfixtheTVsetthisweek.
　----I’msorry.I______tofixitthisweek,butI’vebeentoobusy.
A.hadexpected;hadintendedB.areexpecting;hadintended
C.expect;intendD.expected;intend
13.---Alicecamebackhomethedaybeforeyesterday.
　---Really?Where______?
A.hasshebeenB.hadshebeenC.hasshegoneD.hadshegone
14.Mr.GreenandIarefamiliarwitheachother;we______toeachotherataninternationalconference.
A.areintroducedB.arebeingintroduced
C.wereintroducedD.hadbeenintroduced
15.---Didhenoticeyouentertheroom?
---Idon’tthinkso.He______totheradiowithhiseyesshut.
A.listenedB.waslistening　C.haslistenedD.hadlistened
16.TomandJackmetagaininthestreetthatday.Untilthen,they_____eachotherfornearlytwoyears.
A.didn’tseeB.hadn’tseenC.haven’tseenD.haven’tbeenseen
17.---Jane,doyoustillrememberthefirsttimewemet?
　---OfcourseIdo.You______inthelibrary.
A.werereadingB.hadreadC.havereadD.read
18.Alotofmyfriendswanttobuythatkindofclothbecausethey_____thecloth______well.
A.havetold;washesB.havebeentold;washes
C.wastold;washedD.havebeentold;iswashed
19.Theyoungprofessortalkedforaboutnearlytwohoursyesterday.Never______himtalksomuch.
A.IheardB.didIhearC.IhadheardD.hadIheard
20.MsWang______totheofficethanshegotdowntowritingthereport.
A.hasnosoonergotB.hadhardlygotC.nosoonergotD.hadnosoonergot
21.Mydictionary______.Ihavelookedforiteverywherebutstill______it.
A.haslost;don’tfind　B.ismissing;don’tfind
C.haslost;haven’tfoundD.ismissing;haven’tfound
22.---Excuseme,sir.Wouldyoudomeafavour?
　---Ofcourse.Whatisit?
　---I______ifyoucouldtakemetothestation.
　A.wouldwonderB.didwonderC.waswonderingD.hadwondered
23.---Hi,LiuTao.Idroppedinatyourhouseatabouttenlastnight,butyouweren’tin.
　---Oh,I______regularexerciseattheclub.
　A.didB.wasdoingC.haddoneDhavebeendoing
24.Allthepolicemen’sattentionwassuddenlycaughtbyasmalldustyboxwhich____placedinthecorneroftheroom.
A.hasbeenB.wasbeingC.hadbeenD.wouldbe
25.BythetimeIgothomeyesterday,myhusband_______cookingthedinner.
A.hadfinishedB.finishedC.hasfinishedD.finishes
26.MyfriendaskedmewhetheritwasthefirsttimethatI______skiing.
A.wentB.hasgoneC.hadgoneD.wouldgo
27.Toeveryone’ssurprise,MrSmith’ssonspentmuchmoremoneythanhe______onthejourney.
A.willplanB.hasplannedC.wouldplanD.hadplanned
28.Ifhe________tothemeetingyesterday,Iwouldhavemethim.
A.hadcomeB.cameC.wouldcomeD.wascoming
29.Iwaslatefortheinterviewyesterday.I________theroadtobesocrowded.
A.wouldn’texpectB.haven’texpectedC.wasn’texpectingD.hadn’texpected
30.---Howlonghadthehotel_______firewhenthefiremengotthere?
---Foranhourorso.
A.caughtB.beencaughtC.beenonD.beencatching

二、用所給動詞的正確形式填空
1Bythetimewegottotheairport,theplane_______(take)off.
2Thechildren________(have)thebookfortwoweeksbeforetheyreturnedittothelibrary.
3He______(study)Englishforfiveyearsbeforehecamehere.
4WhenIwokeupthismorning,Ifoundthatit________(stop)snowing.
5Theboy_____(notwatch)themoviebecausehehadwatchedittwice.
6Katetoldmethatitwasthesecondtimethatshe_______(go)skating.
7WhenJim_____(come)toChinatwoyearsago,hefoundpeopledidntunderstandhimatallthoughhe________(learn)someChineseinhisowncountry.
8IsawHanMeiyesterday.We_____(notsee)eachothersinceweleftBeijing.
9Ifyou_______(work)harder,youwouldhavepassedtheexamination.
10Nosoonerhadwegottherethanit______(begin)torain.

三、句子改錯
1.Whenshegothomelastnight,herthreechildrenwenttobed.
2.IdidntgotoseethefirmbecauseIsawitbefore.
3.Thewindwasstillblowing,buttherainhasstopped.
4.Bytheendoflasttermwelearnedabout1,500Englishwords.
5.Jimgotseriouslyill.Hedidn’teatenanythingsinceTuesday.

四、中譯英
1當我們到達電影院時，電影已經(jīng)開始十分鐘了。
2他們本來計劃在上個周末前到達中國的。
3火車開出之前，所有的參觀者就已經(jīng)到了車站。
4我告訴了我美國的朋友在過去的三十年里中國發(fā)生了巨大的變化。
5我原以為這是他第一次遲到。

五、真題回顧
1.Theflowersweresolovelythatthey__________innotime.
A.soldB.hadbeensoldC.weresoldD.wouldsell
2.IknowalittlebitaboutItalyasmywifeandI___thereseveralyearsago.
A.aregoingB.hadbeenC.wentD.havebeen
3.----Isthereanythingwrong,Bob?Youlooksad.
----Oh,nothingmuch.Infact,I____ofmyfriendsbackhome.
A.havejustthoughtB.wasjustthinking
C.wouldjustthinkD.willjustbethinking
4.----Tom,youdidn’tcometothepartylastnight?
----I____,butIsuddenlyrememberedIhadhomeworktodo.
A.hadtoB.didn’tC.wasgoingtoD.wouldn’t
5.----Didyoutidyyourroom?
----No,IwasgoingtotidymyroombutI______visitors.
A.hadB.haveC.havehadD.willhave
6.Withthehelpofhightechnology,moreandmorenewsubstances_____inthepastyears.
A.discoveredB.havediscovered
C.hadbeendiscoveredD.havebeendiscovered
7.They_____twofreeticketstoCanada,otherwisethey’dneverhavebeenabletoaffordtogo.
A.hadgotB.gotC.havegotD.get
8.---DidPeterfixthecomputerhimself?
---He________,becausehedoesntknowmuchaboutcomputers.
A.hasitfixedB.hadfixeditC.haditfixedD.fixedit
9.Igotcaughtintherainandmysuit____.
A.hasruinedB.hadruinedC.hasbeenruinedD.hadbeenruined
10.---Itwasreallyverykindofyoutogivemealifthome.
---Oh,don’tmentionit.I_____pastyourhouseanyway.
A.wascomingB.willcomeC.hadcomeD.havecome
11.---IsawJaneandherboyfriendintheparkateightyesterdayevening.
---Impossible.She____TVwithmeinmyhomethen.
A.watchedB.hadwatchedC.wouldwatchD.waswatching
12.Astheyearspassed,manyoccasions—birthdays,awards,graduations—________withDad’sflowers.
A.aremarkedB.weremarkedC.havemarkedD.hadmarked
13.Attheendofthemeeting,itwasannouncedthatanagreement______
A.hasbeenreachedB.hadbeenreachedC.hasreachedD.hadreached
14.---you＿＿himaroundthemuseumyet?
---Yes.Wehadagreattimethere.
A.Have;shownB.Do;showC.Had;shownD.Did;show
15.I____therelittlemorethanaweekwhenIsettoworkwiththescientist.
A.wouldbeB.havebeenC.hadbeenD.willbe

參考答案
一、單項填空
1----5DADCC6----10ABDCD11----15AABCB16----20BABDD
21----25DCBCA26----30CDADC
二、用所給動詞的適當形式填空
1.hadtaken2.hadhad3.hadstudied4.hadstopped
5.didn’twatch6.hadgone7.came;hadlearned8.hadn’tseen
9.hadworked10.began
三、句子改錯
1.went改成hadgone2.saw改成hadseen
3.hasstopped改成hadstopped4.learned改成hadlearned
5.didn’t改成hadn’t
四、中譯英
1.Whenwegottothecinema,themoviehadalreadybeenonfortenminutes.
2.TheyhadplannedtoreachChinabeforetheendoflastweek.
3.Allthevisitorshadgottothestationbeforethetrainsetoff.
4.ItoldmyAmericanfriendsthatgreatchangeshadtakenplaceinChinaoverthepast30years.
5.Ithoughtthiswasthefirsttimethathehadbeenlate.
五、真題回顧
1----5CDBCA6----10DBACA11----15DBBAC

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Sheisverytired.She’sbeentypinglettersallday.她很累了。她整天都在打信件。(現(xiàn)在可能仍在打字，也可能剛剛停下。)?
I’vebeenworkingforthecompanyfor15years.我已經(jīng)在這家公司干了15了。(可能仍在這家公司，也可能剛換工作或退休。)?
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JimhasbeenphoningJennyeverynightforthelastweek.?
吉姆上個星期天天晚上都給詹妮打電話。?
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Thisroomstinks.Someonehasbeensmokinginhere.?
這個房間空氣不好，有人在這兒抽過煙了。
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I’vebeenpaintingtheroom.我一直在油漆這個房間。?
I’vepaintedtheroom.我已經(jīng)油漆過這個房間了。?
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I’vebeensleepingforatleast8hours,yetIstillfeeltired.?
我已經(jīng)睡了至少8個小時了，可還是覺得累。?
Howlonghaveyoubeenwaitinghere？你在這兒等多久了？?
以上的兩個句子也可以使用一般現(xiàn)在完成時，可以說I’veslept和haveyouwaited。惟一的區(qū)別是，進行時形式更強調(diào)動作的持續(xù)性。

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整體感知

單元要點

Wordstudy

1.bee2.transparent3.dot

4.surrounding5.troop6.assumption7.beyond8.semicicle9.apparent10.sideways11.astonishing

12.maximum13.precise14.adequate15.clarify16.upward17.disgusting

18.psychology19.changeable20.adaptation21.stripe

22.zebra23.camel

24.primitive

25.missile26.walnut

27.session

1.蜜蜂2.透明的

3.小圓點4.周圍附近的5.群，(pl)部隊6.假設

7.遠于，超出8.半圓形

9.明顯的10.斜著

11.驚人的12.最大13.精確

14.足夠的15.澄清16.向上的17.討厭的18.心理學

19.易變20.適應21.條紋

22.斑馬23.駱駝24.原始的

25.導彈26.胡桃

27.一段時間，學年

Useful

expressions

1.getholdof

2.tell…apart

3.overandoveragain

4.cometolight

5.asamatterof

1.抓住

2.分辨，區(qū)別

3.一再，反復

4.顯露，為人所知

5.事實上，說真的

Sentence

Patterns

Communicative

English

Debating(辯論)

1.Openingstatement

lBackgroundinformation

lTopic

lOpinion:Wethinkthat…because…and…

2.Firstargument

lExplainandsupportthefirstreason

3.Sencondargument

lExplainandsupportthesecondreason

4.Questions

lAsktheotherteamquestions

5.Closingstatement

lSummarizeyourargument

lRestateyouropinion

Grammer

復習情態(tài)動詞表推測的用法：(mustcancouldmaymight)

1.Whenyouareverysureofsomething,youusemustinpositivesentencesandcannotorcouldn’tinnegativesentences.

2.Whenyouarequitesureaboutsomething,youusecan.

3.Whenyouthinkthatsomethingispossible,butyouarenotverysure,youusecould,mayormight.

Topics

Writing

1.Talkaboutpreparefortests:

①.Planahead②.Keeptrack

③.Besmart④.Useyourbrainpower

2.Writingashortessayinwhichyoustateandsupportyouropinion.

背景知識

DoAnimalsCommunicate?
Whenwethinkofcommunication,wenormallythinkofusingwords-talkingface-to-face,writingmessagesandsoon.Butinfactwecommunicatefarmoreinotherways.Oureyesandfacialexpressionsusuallytellthetruthevenwhenourwordsdonot.Thentherearegestures,oftenunconscious:raisingtheeyebrows,rubbingthenose,shruggingtheshoulders,tappingthefingers,noddingandshakingthehead.Thereisalsotheevenmoresubtle"body-language"language“ofposture:areyousitting-orstanding-witharmsorlegscrossed?Isthatpersonstandingwithhandsinpockets,heldinfrontofthebodyorhiddenbehind?Eventhewaywedressandthecolureswewearcommunicatethingstoothers.So,doanimalscommunicate?Notinwords,althoughaparrotmightbetrainedtorepeatwordsandphraseswhichitdoesn’tunderstand.But,aswehavelearnt,thereismoretocommunicationthanwords.Takedogsforexample.Theybaretheirteethtowarn,wagtheirtailstowelcomeandstandfirm,withhairerect,tochallenge.Thesesignalsaresurelytheequivalentofthehumanbodylanguageoffacialexpression,gestureandposture.
Colourcanbeanimportantmeansofcommunicationforanimals.Manybirdsandfishchangecolour,forexample,toattractpartnersduringthematingseason.Andmatingitselfiscommonlyprecededbyaspecialdanceinwhichbothpartnersparticipate.

細說教材

Warmingup

Asmallanimalthathelpsthepolicegetholdofthieves.

一種能幫助警察捉賊的動物。

getholdof…=take/catchholdof…意思是“抓住…”；“獲得…”

e.g.Hetookholdoftheropeandpulled.

他抓住繩子用力拉。

Igotholdofthesackandliftedit.

我抓住包，把它舉了起來。

Ineedtogetholdofsomemoneyquickly.

hold還用作動詞，意為“握住”“擁有”“容納”“使…保持…”“持…觀點”等

e.g.Shewasholdingabook.她手里拿著一本書。

Theyheldtheirheadsup.他們頭抬得高高的。

Sheholdsthatthegovernment’spolicyismistaken.

她認為政府的政策錯了。

其常見短語搭配有：

holdaconversation/meeting進行交談/開會

holdtheline=holdon別掛電話

hold…back阻止…

holdone’sbreath屏住呼吸

hold…off使…與…保持距離

hold…over使…延期

Ananimalthatisn’ttellingthetruth.

一種會撒謊的動物。

tellthetruth“說實話”的意思，tell的相關(guān)類似短語有：

tella/thelie=telllies撒謊

tellastory講故事

ListeningYouaregoingtohearaninterviewwithawomanwhoworksinazoo.

你將聽到對一位在動物園工作的婦女的采訪報道。interview在這里是名詞“采訪”的意思，還有“面試”之意。

e.g.Thefilmstaragreedtogiveaninterviewafterthewedding.

這位影星同意在婚禮后接受采訪。

She’sgotaninterviewforanewjob.

她參加了新工作的面試。

interview還有動詞用法，是“采訪”的意思,

要區(qū)別與cover的用法。interview可以用interviewsb.或interviewsth.

但cover不能用coversb.只能說coversth.

e.g.Areporterinterviewedtheprimeminister.

一位記者采訪了首相。

She’sbeinginterviewedforthejob.

她正在接受求職面試。

Theysentagreatmanyreporterstocovertheconference.

cover除了“采訪”的意思外還有“用……遮蓋；覆蓋”“占有…（面積）;掩飾”

“涉及…（內(nèi)容）”等含義。請學習下面例句中cover一詞的各種用法

e.g.Sincewatercoversmostoftheearth,Corsteauknewweshouldkeeptheseasclean.
由于水覆蓋了地球的大部分，庫斯托知道我們應該保持海洋清潔。

Hetriedtocover(up)hismistake.

他想掩蓋他的錯誤。

Hesaidhecouldcoverthedistanceonfootintwohours.

他說這段路程兩個小時能走完

Howmanypageshaveyoucovered?你讀了多少頁了？

Whatarethemainpointsyou’regoingtocoverinyourtalk?

你的報告主要涉及哪些內(nèi)容。

Wehaveonlyjustcoveredourexpenses.

我們所收入的僅夠開支而已。

cover作名詞，作“蓋子”、“封面”解。

e.g.Whenthewaterboils,takethecover.

當水開的時候,把蓋子揭開.

Thebookneedsanewcover.

這書需要裝個新封面.What’stheproblemwiththeanimalsatthezoo?

動物園里的動物有什么問題？

What’stheproblemwith…

=What’sthetroublewith…

=What’sthematterwith…

=Whatsyourproblem?

=Whatswrongwithyou?

都用來詢問“…（你）怎么回事？”

SpeakingThetwoteamstaketurnsspeaking.

兩只隊伍輪流發(fā)言。

taketurnsdoingsth.“輪流干…”，turn是名詞。

為便于學習,現(xiàn)就turn的用法歸納如下:
I.turn(n.)順序,輪流
1.Itsonesturntodosth.輪到某人做某事
Itsyourturntomakeadecision.

該你來做出決定了。

2.takeonesturntodosth.=dosth.inturn=dosth.byturns輪流做某事
Thenursesattendedthepatientinturn/byturns.

=Thenursestookturnstoattendthepatient.

護士們輪流照顧病人。
II.turn(vi.)轉(zhuǎn)動,轉(zhuǎn)向,翻轉(zhuǎn)
turnright/left=turntotheright/left
turntosth./sb.(forhelp)
turntopage84
III.turn(link-v.)變得……
turngreen/yellow變綠/黃了
Tenyearslater，heturnedteacher.
A./B.aC.anD.the
注:此題考查turn作連系動詞的特殊用法,即turn作連系動詞時后接表語名詞，省略冠詞.所以此題的答案為A.如果turn后加into則須在名詞前加冠詞a.
IV.固定詞組:
1.turnagainst背叛
Nobodywillturnagainsthiscountry.
2.turndown關(guān)小/拒絕
Heturneddownmysuggestionwithouthesitation.
Pleaseturndownthegas.
3.turnfromsidetoside把身體轉(zhuǎn)來轉(zhuǎn)去
Thenaughtyboyturnedfromsidetosidewhileansweringquestionsinclass.
4.turnin上交
Thechildpickedupapurseonthewayandturneditintothepoliceman.
5.turn...into...(使……)成為……
Thefarmersareturningwastelandintoricefields.
6.turnoff關(guān)(水源、煤氣、電燈等)/避開(問題等)
Turnoffthelightwhenyouleavetheroom.
7.turnon打開(水、煤氣、電燈、無線電等)/對……發(fā)怒
turnontheradio
turnthegunonsb.
8.turnout結(jié)果是/證明是/生產(chǎn)出
Theweatheryesterdayturnedout(tobe)fine.
Thefactoryturnedoutmoreproductsthantheyhadexpected.
9.turnover(使)打翻/翻身/翻動/翻耕(土地)/轉(zhuǎn)危為安
Themanturnedoverandwenttosleepagainwhenthetelephonerang.
10.turnup開大/出現(xiàn)/找到/證明是(=turnouttobe)
Themeetingisbeginning，buthehasnotturnedup.Hemighthavebeenlost.

Whenalltheteamsareready,theteacherwillstartandtimethedebate.

當所有隊伍都準備好以后,老師就開始為辯論計時.

time　是動詞，＂計時＂的意思，還有“安排好時間,使合拍子;安排……的速度＂

e.g.Howlongcanyouholdyourbreathunderwater?TakeadeepbreathandI’lltimeyou.
你在水下能潛多久呢？深呼吸一下，我給你計時。

Hetimedhisjourneysothathecouldarriveatthehotelbeforedark.
他安排好了他的旅程，以便能在天黑以前到達旅館。

Hetriedtotimehisstepstothemusic.

他盡力與音樂合節(jié)拍。

Reading　Amongthedifferenttypesofbee,itisthehoneybeethathasmostinterestedscientistsbecauseofthe“l(fā)anguage”theyusetocommunicatewitheachother.在不同種類的蜂中，最使科學家感興趣的是蜜蜂，因為蜜蜂能用“語言”，來相互交際。

…itisthehoneybeethathasmostinterestedscientists…是一個由it引導的強調(diào)句，被強調(diào)的部分是thehoneybee。如果不加以強調(diào)，則全句是：

…thehoneybeehasmostinterestedscientists…

Thedevelopmentofthe　modernbeehivein1851madeitpossibletodesignexperimentstoresearchthelanguageofhoneybees.1851年新式蜂箱的研制，使設計實驗研究蜜蜂的語言成為可能。

本句是一個簡單句：Thedevelopment…madeitpossibletodesignexperiments…其中的it是形式賓語，它所代替的真正賓語是后面的不定式短語todesignexperiments。it作形式賓語的句型是：

主語+及物動詞+it+賓語補足語+不定式

e.g.IfounditimportanttolearnspokenEnglish.

我發(fā)現(xiàn)學習英語口語很重要。

Ithinkithardtomasteraforeignlanguage.

我認為掌握一門外語是很難的。

Shefeelsitherdutytosupportherfamily.

她感到養(yǎng)家糊口是她的責任。

Thestormmadeitimpossibleforthemtomarchtothecity.

暴風雨使他們不可能向城市進軍。

ProfessorKarlvonFrisch,ascientistfromAustria,spentmanyyearsofhisliferesearchingtheamazingwayshoney-beescommunicateintheirdarkhives.

奧地利科學家卡爾·馮·弗里希教授，一生中花去了許多歲月，研究蜜蜂在黑暗的蜂箱里是以怎樣巧妙的方式傳遞信息的。

amaze　vt.使驚愕；使大為驚訝：

e.g.Heamazedeveryonebypassinghisdrivingtest.

令人驚訝的是他竟通過了駕駛考試。

amazing“令人驚異的”；在西方人的口中，表示驚訝，經(jīng)常可以聽到amazing這個詞。如果有些事情發(fā)生得出乎意料，難以置信，也可以用amazing來形容。

e.g.You’reamazing.你真了不起。

Itwasamazingthattheboywasabletosolvetheproblemsoquickly.
那男孩能這樣快地解完這道題,真是令人驚奇。

有些漂亮或另類的東西，總能吸引許多眼球，就可以說是amazingthings.

e.g.Iamalwayslookingfornewandamazingitems.
　我總是在尋找讓我眼前一亮的新東西。

amazed使（某人）感到驚奇，常用beamazedat/by感到驚奇。

e.g.Hewasamazedatallthecolours,andallthebeautifulfish.
　他對五顏綠色和各種美麗的魚感到驚奇。
WeareamazedatthechangesinBeijing.Ican’tevenfindwheremyoldhouseis.
　北京的變化使我們感到驚奇。我?guī)缀跽也坏脚f房子了。

＂．．．honey-beescommunicateintheirdarkhives.＂是定語從句，其先行詞

是＂ways＂，＂way＂后省略了引導詞“that”,也可用“inwhich”，也可以省略引導詞．

e.g.SomeEnglishwordsarenotspeltthewaysthattheysound.

=SomeEnglishwordsarenotspeltthewaysinwhichtheysound.

=SomeEnglishwordsarenotspeltthewaystheysound.

一些英語單詞不是像他們發(fā)音那樣去拼寫．Hebuiltatransparentwall,throughwhichhecouldobservewhatwentoninside.

他安裝了透明的箱體，透過它，可以直接觀察箱內(nèi)發(fā)生的事情．

“throughwhichhecouldobservewhatwentoninside”是定語從句，來修飾先行詞，引導詞是介詞through加which構(gòu)成．

在定語從句用法中介詞+關(guān)系詞是一個重點，介詞后面的關(guān)系詞不能省略，但是介詞的后面不用that．

e.g.ThisisthehouseinwhichIlivedtwoyearsago.

某些在從句中充當時間，地點或原因狀語的"介詞+關(guān)系詞"結(jié)構(gòu)可以同關(guān)系副詞when和where互換。

e.g.Doyourememberthedayonwhichyoujoinedourclub?
＝Doyourememberthedaywhenyoujoinedourclub?

注意：一些含有介詞的動詞短語中，其介詞不能前置到引導詞前．

　e.g.Thechildrenwhomthenurseslookafterareweryhealthy.Inordertotellthebeesapart,hepaintedsomebeeswithlittledotsofcolour.

為了把蜜蜂區(qū)分開，他在一些蜜蜂身上涂上色斑．

tellapart辨別；識別

＝distinguish…between…

=tell…from…;

=tellthedifferencebetween…and…

e.g.Somepeoplecanttellbluefromgreen.

在些人分辨不出藍色與綠色。

Mostnewcarslooksosimilarthatitsimpossibletotellthemapart．

許多新汽車看上去象是一樣的，不大可能把它們區(qū)別開來。

IconfusedJimwithMikebecauseIcanttellthemapart．

我把吉姆和麥克混淆了，因為我分不清他們。

Thetwobrothersaresomuchalikethattheirmothercanhardlytellthemapart．

這兄弟倆長得太相象了，連他們的母親都難以辨別。Theytroopedbehindthefirstdancer,copyingitsmovement.

它們成群結(jié)隊地跟在第一只跳舞的蜜蜂后面，模仿它的動作。

課文中troop作動詞用，意思是"結(jié)隊而行"、"成群涌向"

(comeorgotogetherinagroup)。用在句中時，句子的主語總是復數(shù)。
　e.g.Thechildrentroopedintothepark.

孩子們列隊走進公園。
　Thegamewasoverandtheplayerstroopedhome.

比賽結(jié)束了，運動員整隊回家。

Troop還有名詞用法，作"一隊"、"一群"解。
　e.g.atroopofvisitors(一群參觀者)。
　它的復數(shù)形式(troops)作"軍隊"解。
　e.g.Wemusthaveourowntroops.

我們必須有自己的軍隊。

copy原作"抄寫"、"復寫"解。
　e.g.Heisbusycopyinghiscomposition.

他正忙著抄寫他的作文。
　本句中的copy引伸作"模仿"、"仿效"解。
　e.g.Pleasecopymyactions.(＝PleaseactasIdo.)

請照我這樣做。
　"Goodmorning,"shesaid,copyinghermothersvoice.

"早上好"，她模仿著媽媽的聲音說。

Youshouldcopyhisstrongpoints,nothisweakpoints.

你應當學他的長處，而不是他的短處。VonFrischassumedthatthedanceconveyedmoreinformation.
馮·弗里希想弄清這種舞蹈能不能說明喂食處有多遠.

assume的用法
assumevt.表示“假設，主觀認為，假定；裝出…樣子；開始擔任，承擔…

e.g.Weassumedthatyouunderstoodthesituation.

我們認為，你了解形勢。

Heassumedawell-informedmannerbutinfactheknowsverylittle.

他裝出一副見多識廣的樣子，而實際上他知之甚少。
assumesomethingtobe猜想某事如何

assumeignorance/aninjuredair

假裝不知道，裝出冤屈的樣子

assume和given,suppose,supposing等詞一樣都可以引導狀語.作用相當于if.

e.g.Supposingyourfathersawyouknow,whatwouldyousay?
=ifyourfathersaw……

Assumingthattheweatherisfavourable,Farmerswillhaveabumperharvest.
假如風調(diào)雨順，今年農(nóng)民將獲豐收。

assumed假裝的，假的；假定的，設想的：

e.g.anassumedcheerfulness偽裝的高興，

anassumedresult假定的結(jié)果，

Hislookofastonishmentwasassumed.他那驚訝的樣子是裝出來的。
assuming自負的，傲慢的，過分自信的：

e.g.Heistooassuminginthisattitudeabouttheenergysupply.

他在對待能源問題的態(tài)度上實在顯得過于自信。
assumption假定，異端；自負，傲慢；假裝

e.g.Wearegoingontheassumptionthattheworkwillbefinishedtomorrow.
我們在根據(jù)明天可以完工這一假定辦事。

Iwasundertheassumptionthatyouwerecomingtomorrow.
我原以為你明天來。

assumptive被視為理所當然的，自負的，傲慢的：

e.g.assumptivebeliefs被視為理所當然的種種信仰，

assumptivepeople自命不凡的人

Onewasclosetothehive.Theotherwasmuchfartheraway,beyondsometrees.
一個靠近蜂箱,另一個遠離蜂箱,幾棵大樹之外.

beyond一詞是高中英語的必備詞匯，其用法和含義較為復雜，很容易產(chǎn)生理解上的障礙，造成翻譯上的失誤。本文擬對beyond的一些用法淺析如下：

一、beyond作介詞用時，使用最廣，常用于下列幾種情況：

1.表示位置，意思是“在……的那一邊；在……之外；在更遠處”。例如：

e.g.Beyondtheriverstoodapowerstation．

過了這條河就是一個發(fā)電站。

2.表示時間，其意為“遲于；超過”。例如：

e.g.Someshopskeepopenbeyondmidnight?有些商店營業(yè)到半夜以后。

3.表范圍、水平、限度、能力等，意思是“超出；多于；為……所不能及”在句中常作

①作表語

e.g.Yourworkisbeyondallpraise．

你的作品叫人贊揚不盡。

②作定語
e.g.Theseweremattersbeyondhisunderstandingasyet．

這些事情他那時候還不了解。

③作狀語

e.g.Wesucceededbeyondourhopes．

我們獲得如此之成功，是我們始料所不及的。

4.用在否定和疑問句中，意思是“除……之外”。

e.g.Iknownothingbeyondwhathetoldme．

除了他告訴我的以外，別的我都不知道。

Isthereanythingmoreyoucansaybeyondthat？

除了那點之外，你還能說些什么嗎？

5.beyond有時還可表示年齡或數(shù)量，意思是“超過”。

e.g.Hedidntbelieveinpeoplelivingbeyond100．

他不相信人能活到100歲以上。

二、beyond也常作副詞用，主要有下面兩種用法：

1.指時空或正在進行中的活動，意思是“在遠處；向遠處；更遠處”。

e.g.Ifwecrossthemountainswemayfindpeoplelivinginthevalleybeyond．

如果我們翻過這些大山，我們就可以發(fā)現(xiàn)在遠處山谷中生活的人們。

Illgowithyoutothebridge，butnotastepbeyond．

我愿意同你一道走到橋頭，但再遠的地方一步也不愿意去。

2.表示外加，意思是“此外；以外”。例如：

e.g.Hetoldmenothingbeyond．

此外他沒告訴我什么。Hemarkedallthebeesthatcametothenearbyfeedingplaceblue,andallthebeesthatwenttothefarawayplaceweremarkedred.

他給所有來到近的喂食處的蜜蜂標上藍色，給飛到遠的喂食處的蜜蜂標上紅色。

faraway(遠方的)是由far＋away構(gòu)成的合成形容詞。nearby(附近的)是由near＋by構(gòu)成的合成形容詞。它們在句中都作定語。

afarawayforest(遠處的森林)，farawaytimes(遙遠的時代)；

anearbyhotel(附近的一家旅店)，nearbyhills(附近的小山)。
注意：faraway在作定語時通常都連寫，作表語或作狀語時則分寫(faraway)。如：
e.g.Thehouseisnotfaraway.那座房子并不遠。
Helivesfarawayfromtheschool.他住得離學校很遠。
nearby既可作定語，又可作狀語；既可以連寫(nearby)，也可以分寫(nearby)，還可以加連字符(near-by)。

e.g.Isawhergoingtoanear-bypost-boxbeforelunch.
我看到她午飯前去附近的信箱投信。

Theylivenearby----lessthanakilometer.

他們住在附近，不到一公里。
Hegaveuphisseattotheoldmanstandingnearby.

他把座位讓給站在附近的老人了。

Theydiscoveredthatthefartherawaythefeedingstationwas,theslowerthedancewas.他們發(fā)現(xiàn)，喂食處越遠，舞蹈動作的速度就越慢。

"the+比較級……，the+比較級……"的意思是："越……，就越……"

這種結(jié)構(gòu)用來表示兩從此過程按比例同時遞增。前一句為從句，后一句為主句。
這種結(jié)構(gòu)常以省略形式出現(xiàn)，句式精煉簡短，表意有力。例如：

e.g.Thesooner,thebetter.越快越好?！?p>Themore,thebetter.越多越好。

Themore,themerrier.人越多，越好玩。

Themorehegiveshischildren,themoretheywant.

給孩子越多，他們要的越多．

Thehigherwestand,thefartherwesee.

站的越高，看的越遠

Themoreheexplains,themoreIampuzzled.

他越解釋，我越迷惑．

Soanotherastonishingfactcametolight.于是又發(fā)現(xiàn)一個令人驚訝的情況?！?p>cometolight作"發(fā)現(xiàn)"、"暴露"(tobediscovered/exposed)解。
e.g.NewfactsabouttheancientEgypthaverecentlycometolight.
有關(guān)古埃及的史實，最近已有新發(fā)現(xiàn)。

Shewasverypleasedwhenthelong-lostringcametolight.

當很久前丟失的戒指被找到時，她高興萬分．

Thesecretdidn’tcometolightuntiltheoldmandied.

直到老人死后，秘密才被揭露．Integratingskills

Apesusesightmorethansmell.猿不僅用嗅覺,而且使用視覺.

morethan用法小結(jié)1.morethan后面跟名詞，意為“不只是，不僅僅是”。

e.g.Hibernationismorethansleep.

冬眠不只是睡覺。

Katewasmorethanateacher.Shealsodidwhatshecouldtotakecareofherpupils.

凱特不僅僅是位教師，她還盡其所能照顧她的學生。

2.morethan與數(shù)詞連用，意思是“多于，大于，超過”。

e.g.Ihaveknownhimformorethantwentyyears.

我認識他已超過二十年了。

Morethantenpolicementurnedupatthespotwheretheaccidenthappened.

十多位警察出現(xiàn)在出事地點。

3.morethan與形容詞和分詞連用，表示“非常、十分”。

e.g.Theyweremorethanhappytoseeuscomebackfromtheexpedition.

看到我們遠征而歸，他們異常高興。

Iwasmorethansurprisedtoseethelionstandingatthebody.

看到那頭獅子站在尸體旁邊，我非常驚訝。

4.morethan與動詞連用，對動詞起著加強語氣的作用。

e.g.Repeatedadvertisingwillmorethanincreaseproductsales.

多次做廣告意味著增加產(chǎn)品的銷售。

HisprogressinEnglishlearningmorethanencouragedhimtolearnthesubjectwell.在英語學習方面的進步激勵他學好這門課程。

5.morethan和含有情態(tài)動詞的句子連用，有否定意義，表示“是……難以……”或“超過了……所能”之義。

e.g.ThebeautyofthemountainouscountryismorethanIcandescribe.

我難以描述那個山村的美麗。

ThisproblemismorethanachildlikeJackcansettle.

這一問題超出了像杰克這樣的小孩的解決能力。

6.nomorethan意思是“僅僅，不過，只是”。

e.g.Allhiseducationaddeduptonomorethanoneyear.

他接受的所有的學校教育只有一年。

Theirnewflathasnomorethan60squaremetres.

他們的新居只有60平方米。

7.notmorethan表示“至多，不超過”

e.g.Lyingonthegroundwasapeasantboyofnotmorethanseventeen.

躺在地上的那個農(nóng)家男孩最多十七歲。Whiletheirsocietiesaredifferent,theyallcommunicateandbehaveinadvancedways.

雖然它們生活的社會環(huán)境不同,它們卻都以高級方式交流.

while連詞,意為"盡管;雖然";其用法大致有以下四種用法:
1.引導時間狀語從句,意為"當……的時候;和……同時",此時的主從句謂語動作同時發(fā)生,從句謂語通常是延續(xù)性動詞。

e.g.MarywatchedTVwhilesheatehersupper.

瑪麗邊吃飯邊看電視。
Whileshewaslisteningtotheradio,shefellasleep.

她聽著收音機睡著了。

while引導從句時,如主從句的主語一致,且從句謂語又含有be,則從句主語和be可省略。while后可直接跟現(xiàn)在分詞、名詞、形容詞或介詞短語。

e.g.Weareteacherswhile(weare)servingasstudents.

我們邊當老師邊當學生。
While(hewas)yetayouth,hegainedmanyprizes.

他年輕時就曾多次獲獎。
Hecaughtacoldwhile(hewas)onvacation.

他度假時患了感冒。

2.表示對比或轉(zhuǎn)折,意為"而;然而"。此時,while一般位于句中。

e.g.Somepeoplewastefoodwhileothershaventenough.

有些人浪費糧食,然而有些人卻吃不飽。
Youlikesports,whileIprefermusic.

你喜歡體育,而我更喜歡音樂。

3.表示讓步,通常位于句首,意為"盡管;雖然"。

e.g.WhileIagreewithyourreasons,Icantallowit.

盡管我同意你的理由,但我不能允許這樣做。
Whileheloveshisstudents,heisverystrictwiththem.

雖然他愛他的學生,可是他對學生們很嚴格。
While(hewas)respected,heisnotliked.

他雖受人尊敬,但并不被人喜歡。

4.表示條件,意為"只要",其意思和用法相當于aslongas。while可位于句首,也可位于句中。

e.g.Youdonthavetoworrywhilewearehere.

只要我們在,你就別著急。

Therewillbelifewhilethereiswaterandair.

只要有空氣和水,就有生命。
Whilethereislife,thereishope.

留得生命在,不怕沒希望。

5.意為"同時;也"。如:
e.g.Whilethebookiswelcomedbyscholars,itwillmakeanimmediate

appealtothegeneralreaders.

這本書受到學者的歡迎,同時也會引起一般讀者的興趣。

6.意為"趁著"。

e.g.Makehaywhilethesunshines.

曬草要趁陽光好。(諺)
Strikewhiletheironishot.

趁熱打鐵。(諺)
Whiletherosesareyetinbloom,willyoucomewithmetoseethem?

趁著玫瑰花還開著,你和我一道去看看好嗎?Sometimestheywarneachotherofdanger,andtheyalsocommunicatesimplytokeepintouch.

于是它們互相提醒危險,它們交流僅僅是為了保持聯(lián)系.

warnsb.ofsth．“警告某人某事”，不能說warnsbssth．。

e.g.Wewarnedhimofthedangerousbridge，buthedidntbelieve．

我們警告他那座橋危險，但是他不相信。

類似這樣的結(jié)構(gòu)用法的動詞還有:

一.表示“通知(inform)；警告(warn)；指責(accuse)；使想起(remind)”等意思的一些動詞。
在這一結(jié)構(gòu)中，of的意思相當于about。

e.g.OnthewayhomemyfathertoldmeofanaccidentthattookplaceonhisfirstdayatschoolinMr.Crossettsclass．

在回家的路上,父親給我講了他第一天上學時在克羅塞特先生課上的一件事。

Weshallinformyouofthedateofthedelegationsarrival．

我們將把代表團到達的日期通知你。
TheteacheraccusedJimofcheatingintheexamination．

老師責備吉姆考試作弊。
Herfaceremindedmeofhermother．

她的模樣使我想起了她的母親。
HowcanIpersuadehimofherinnocence？

我怎樣使他相信她是清白無辜的？

二、表示“搶奪(rob)；剝奪；解除(cure,heal)；免除(rid)”等意思的動詞。

e.g.Paralysisrobbedhimofhisabilitytodophysicallabor．

癱瘓使他喪失了勞動力。
Thedoctorusedspecialmedicinestocurehimofthemeasles．

醫(yī)生使用特效藥治愈了他的麻疹。
Themedicinehealedmeofmybadcold．

這藥治愈了我的重感冒。
Itisnoteasytoridoneselfofabadhabit．

改掉一個人的壞習慣是不容易的。

Heclearedthepavementofwitheredleaves．

他清除了人行道上的落葉。

Theystrippedthewriterofhisrighttopublishhisbooks．

他們剝奪了這位作家出版作品的權(quán)利。
Sherusheduptorelievemeofmysuitcase．

她跑過來接過我手中的衣箱。
Ourarmydisarmedtheenemyofhisweapon．

我軍繳械了敵人的武器。

類似的動詞還有：abridge（剝奪），purge（洗清），disabuse（去掉），despoil（搶劫），divert（脫去），deprive（剝奪）等。
三、表示“騙取(fool)”、“詐騙(cheat)”等意思的一些動詞。
在這一結(jié)構(gòu)里，通常在of前加上out，outof表示“喪失”，但out可以省略不用。
e.g.Howcanyoufoolthelittlegirl（out）ofhermoney？

你怎么能詐騙那個小女孩的錢財呢？
Thebeggarcheatedthelittleboy（out）ofhiscandy．

那乞丐騙取了那個小男孩的糖。

simply的意思和用法

（1）simply是副詞，在對話中意為“really(真正)”、“very(much)（非常）”。

e.g.Thefilmissimplywonderful.這影片真是太美妙了。

Shelookssimplylovely.她看起來的確可愛。

Hispronunciationissimplyterrible.他的發(fā)音簡直差透了。

Theyhadsimplynoshame.他們簡直不知羞恥。

（2）simply亦可解釋為“樸素地”、“樸實地”、“無裝飾地”。

e.g.Heissimplydressed.他衣著樸素。

（3）simply還可作“僅僅，只不過”解，相當于only。

e.g.Itissimplyaquestionoftime.這只不過是個時間問題。

Youmustbelievemesimplyonmyword.你必須完全照我的話相信我。

Itissimplyamatterofworkinghard.此事只是努力去做的問題。

（4）還可解釋為“簡單地”、“簡明地”。

e.g.Thecakeismadequitesimply.這糕做起來很簡單。

Theteacherexplainedthetextquitesimply.老師簡單地解釋了一下課文。

Whatmaybeofgreaterimportanceistoobservehowprimatesliveintheworld.

比較重要的事情是觀察靈長目動物是怎樣生活的．

這個句子涉及到“of+抽象名詞”相當于該名詞相應的形容詞。不過，這種結(jié)構(gòu)常用于較正式的場合，書面語中尤為常見。再看下面幾個句子：

e.g.Thisbookwillbeofgreatvaluetohiminhisstudents.(=Beveryvaluable)

Thebookisofmuchinterest.(=Beveryinteresting)

常用于這一結(jié)構(gòu)的修飾語還有：great，little,some,any,no,not,much等

常見的抽象名詞有importance,value,use,help,benefit(利益、好處)，significance(意義、重要性)。最后需要提及的是，“beof+名詞”結(jié)構(gòu)的否定形式一般采用否定名詞的做法：

“beofno+名詞”。

e.g.Heisofnocolour,forhehasbeenillfortwoweeks.

他毫無血色，因為他患疾兩周了。

AsfarasthestudyofEnglishwasconcerned,whathesaidwasofnopoint.

就學習英語而言，他所講的并未切中要害。

“beof+名詞”還可以表達以下幾種意義：

1、表示“具有，具備”

　e.g.Herstoryisofsomecoloursofthetruth.

她的故事有點真實感

　Thepartys12thcongressisofepochmakingsignificance.

黨的十二大具有劃時代的意義。

2、表示“屬于”

　e.g.Theproductsareoffirst-ratequality.

這些產(chǎn)品的質(zhì)量是屬于第一流的。

3、表示“包含”、“包括”、“類別”等

e.g.TheAmericansareofalmostallcoluresandraces.

美國人幾乎包括各種各樣的膚色及種族。

Hiswholelifewasofbestglory.她的一生是非常光榮的。

4.這種結(jié)構(gòu)還可表示“年齡”.“出身”“等級”等

Weareofthesameage.我們年齡相同。

Hewasofnoblebirthandhighrank.他出身于高貴門庭。Grammar

情態(tài)動詞表推測

一、對目前的行動或狀況的推測（情態(tài)動詞+do）

（1）、在肯定句中，表示很有把握的推測時用must，而不太有把握時則用may,might或could,三者依次could的語氣最弱。

　e.g.Youmustbeverytired.你一定很累。

　（=Iamsurethatyouareverytired.）(很有把握)

　Youmay/might/couldbeverytired.你可能很累吧！

　(=Perhaps/Maybeyouareverytired.)（不太有把握）

（2）、在否定句中，cant則表示“不可能”，語氣最強，而相應地maynot,mightnot語氣弱些，表示“可能不”。

e.g.Hecantbeathome.他不可能在家。（很有把握）

Hemaynot/mightnotbeathome.他可能不在家。（不太有把握）

（3）、疑問句中，通常用can表推測。

e.g.　—Someoneisknockingatthedoor.

　—Whocanitbe?可能是誰呢？

Wherecanhebenow?他現(xiàn)在有可能在哪呢？

　二、對過去的動作或狀況的推斷常用“情態(tài)動詞+havedone”。語氣強弱與以上三點相同，可依次類推。但表示“過去不可能”時，除了可用canthavedone之外還可用couldnthavedone。

e.g.HemusthavegonetoWuhan.（肯定已經(jīng)去了）

Hemay/might/couldhavegonetoWuhan.（可能已去了）

Hecannot/couldnothavegonetoWuhan.（不可能已去了）

CanhehavegonetoWuhan?（可能去了嗎？）

can(could)/may(might)/must/will等+have+done用來對過去發(fā)生的情況做出語氣強

弱不同的推測。具體使用時請注意以下幾點：
?、賑an一般用于疑問句和否定句,極少用于肯定句。
　e.g.---Canshehavegonetoschool?
---No,shecanthavegonetoschool.Isawherjustnow.
　②may表推測，一般不用于疑問句；疑問句中該用can,could或might。
　e.g.Howcouldhehaveforgottensuchanimportantthing?（不用may）
　Mightyouhavemethimsomewhere?（不用may）
?、踓ould,may,might用于肯定句語氣較弱，must用于肯定句語氣很強;may,

might用于否定句語氣較弱，can,could用于否定句語氣很強。
e.g.Hecould/may/mighthavegonetoschool.他可能上學去了。
　Hemusthavegonetoschool.他肯定是上學去了。
　Hemay/mightnothavegonetoschool.他也許沒去上學。
Hecant/couldnthavegonetoschool.他肯定沒去上學。
?、躮ust表推測，一般不用于否定句；否定句中該用can或could。
誤：Wemustnthavemetbefore.
正：Wecanthavemetbefore.
neednt+have+done可用來表示“已做了多余的事”。
　e.g.Thereisnoschooltoday.Youneednthavecome.
　could+have+done可用來表示沒做某事的“遺憾”。
e.g.Shecamehereonfoot,butshecouldhavecomebybus.
　could/might+have+done也可用來表示委婉的批評。
e.g.Youcouldhavecome5minutesearlier.
　Youmightatleasthavewrittenmealetter.
　在反意問句中，表推測的情態(tài)動詞不出現(xiàn)在簡短問句部分,取而代之的應是情態(tài)動

詞。句中有過去時間狀語的，問句部分用過去時，否則，用現(xiàn)在完成時。
e.g.Hemusthavebeenthereyesterday,wasnthe?
　Hemusthavebeenthere,hasnthe?
Hecanthavebeenthereyesterday,washe?
Hecanthavebeenthere,hashe?

　三、由上我們可以得出一個結(jié)論：表推測時，must只用在肯定句中，而can只用于否定句和疑問句中。而實際上can可用于肯定句中，但這常用于表可能性，意義有所不同，譯為“有時候可能”。

　e.g.Oldnewspapercanbeuseful.

舊報紙有時候還是有用的。

　Itcangetquitecoldhereatnight.

晚上這里有時候會相當冷。習題對話

Languagepratice

1.Choosetheproperwordorphrasetotaketheplaceoftheunderlinedword(s)inthesentences.

①.glass=transparent②.think=assume③.makeclear=clarity

④.environment=surroundings⑤.obvious=apparent⑥.towardsone=sideways

⑦.distinguish=tell…apart…smallcircles=smalldots

⑧.got=obtainedenough=adequate

2.Usethewordsinthebracketstoanswerthequestion(refertotheReading)

3.Fillintheblankswiththepropermodalverbs.

Dialogue1:shall;must;needn’t;can;may;may/can;would;can’t;must

Dialogue2:could;can;may;must;may;would;can;may/might;would

考題檔案

1.(NMET2004全國)Idontmindpickingupyourthingsfromthestore._______,thewalkwilldomegood.
A.SoonerorlaterB.BesidesC.IntimeD.Still

2.(NMET2004上海春)Iamsorryit’smypowertomakeafinaldecisionontheproject.A.overB.aboveC.offD.beyond

3.(NMET2004上海春)Ihavereadthematerialseveraltimesbutitdoesn’tmakeanytome.

A.meaningB.importanceC.senseD.significance

4.(NMET2004湖南)----Excuseme,butIwanttouseyourcomputertotypeareport.

----You______havemycomputerifyoudonttakecareofit.

A.shantB.mightnotC.needntD.shouldnt

5.(NMET2004天津)—WhatwereyoudoingwhenTonyphonedyou?

—Ihadjustfinishedmyworkandtotakeashower.

A.hadstartedB.startedC.havestartedD.wasstarting

6.(NMET2004江蘇)Iacceptthatheisnotperfect,Idoactuallyliketheperson.

A.WhileB.SinceC.BeforeD.Unless

7.Amoderncityhasbeensetupinwasawastelandtenyearsago.

A.whatB.whichC.thatD.where

8.Thehousetentisexpensive.IvegotabouthalfthespaceIhadathomeandImpaying__here.

　A.asthreetimesmuchB.asmuchthreetimeC.muchasthreetimesD.threetimesasmuch

9.(NMET1995)ShethoughtIwastalkingaboutherdaughter,______infact,Iwastalkingaboutmydaughter.
　A.whomB.whereC.whichD.while

10.[NMET1998上海]Weadvertisedforpupilslastautumn,andgot________60.
A.morethanB.moreof　C.asmuchasD.somanyas

11.--Wouldyoulikeme________theradioabit?

--No,itsallright.Imusedto________withtheradio_________.

A．toturnup;work;onB．toturndown;working;off

C．turningup;working;offD．toturndown;working;on

12.--Whatsthematter?Youreallylookupset.

--___________.

--Well,betterlucknexttime.

A．Why,IalwayslookuptoyouB．Ifailedanimportanttest

C．IhaveabadcoldD．Me?Ineverlookdownuponanybody

13.Iremember_________thisusedtobeaverysmallvillage.

A．whenB．howC．whereD．what

14.Thecomputersmadebyourcompanysellbest,butseveralyearsagonoonecouldhave

imaginedtheroleinthemarketsthatthey________.

A．wereplayingB．weretoplayC．haveplayedD．played

15.--WhendidMissWangleavetheoffice?

--Sheleft________youturnedbacktowriteontheblackboard.

A．theminuteB．a(chǎn)timeC．untilD．unless

1.B　besides副詞，＂況且＂

2.D3.Cmakesense是固定短語，是＂有意義＂的意思

3.4.A5.D

6.Awhile是＂雖然…但是…＂的意思　7.A

8.D　是對倍數(shù)表達法的考查倍數(shù)詞一律放在＂as＂之前9.D

10.Amorethan是＂多余，超過＂的意思

11.D12.B13.A14.B15.A

一課一測

（檢測自己的能力）

A級（基礎訓練）

第一部分單項填空1.Whichofthefollowingisright?

A.What’swrongwiththemachine?B.Whatisthetroublewiththemachine?

C.Whatisthematterwiththemachine?D.Alloftheabove.

2.Theboat______，throwingtheboyintothewater.

A.turnedoverB.turneddownC.turnedupD.turnedout

3.--Thedishisdelicious!
--Well,atleastits________theoneIcookedyesterday.
A.asbadasB.noworsethanC.aswellasD.notbetterthan

4.Words_____meaning,asweallknow.
A.convinceB.conveyC.contributeD.conquer

5.Youwillfindamapofgreat____inhelpingyoutogetroundLondon.?

A.priceB.costC.valueD.usefulness

6.ItoldSallyhowtogetthere,butperhapsI_______forher.
　A.hadtowriteitoutB.musthavewrittenitout
　C.shouldhavewrittenitoutD.oughttowriteitout

7.--Iamgoingtotheoffice.
　--______yourethere,canyougetmesomestamps?(NMET99)
　A.AsB.WhileC.BecauseD.If

8.Theengineoftheshipsuddenlyfailedandthencameabigstorm,whichthehelplessnessofthecrewatsea.

A．resultedfromB．a(chǎn)ddedtoC．turnedoutD．broughtabout

9._____bythebulletswhistlingby,thetimidfellowhidhisheadinthebush,_____.

A.Frightened;lefthisbodyexposingB.Frightening;andlefthisbodyexposed

C.Frightening;leavinghisbodyexposedD.Frightened;leavinghisbodyexposed

10.Ihavealwaysbeenhonestandstraightforward,anditdoesn’tmatter____thatI’mtalkingto.

A.whoitisB.whoisitC.itiswhoD.itiswhom

B級（應用創(chuàng)新）

第一部分單項填空1._____thereisnolossofspeedovertheblades,wecancalculatetheoutletvelocityofthesteam.
A.AssumingthatB.SothatC.SuchthatD.Inorderthat

2.Iknowthisisnotquitetherightword,butIcan’tbebotheredtothinkof.

A．a(chǎn)betterB．a(chǎn)bestC．thebetterD．thegood

3．Hespentseveralhoursinthewindandsnow,.

A．coldlyandhungrilyB．coldandhungry

C．beingcoldandhungryD．incoldandhunger

4．—Henrydoesn’tseemtobewhathewas.

—No.somuchinthewarhasmadehimmorethoughtful.

A．SeenB．HisseeingC．HavingseenD．Tohaveseen

5．Ifyoulendme500pounds,itwillmehavingtogotothebank.

A．saveB．shareC．serveD．help

6．It’sgoodthatwetotheparkbecauseithasshartedtorain.

A．don’tgoB．hadn’tgoneC．didn’tgoD．wasn’tgoing

7．I’veneverbeensopoorabletoaffordameal.

A．a(chǎn)stobenotB．notastobeC．a(chǎn)snottobeD．a(chǎn)stonotbe

8．IlikeduringtheSpringFestivalwheneveryonestayswithhisfamily.

A．thisB．thatC．oneD．it

9．Therearetenwaitingroomsatthenewly-builtstation,inall20,000people.

A．seatingB．seatedC．sittingD．toseat

10．Itistheprotectionfortreesreallymatters,howmanytreesareplanted.

A．what,besidesB．that,except

C．that,ratherthanD．what,otherthan

11．ItishightlydesirablethateveryefforttoreducethepollutioninBeijing.

A．ismadeB．wasmadeC．weremadeD．bemade

12．—Marylookshotanddry.

—Soyouifyouhadahighfever.

A．doB．a(chǎn)reC．willD．would

13．Therewerealotofpeopleinthereadingroom,mostofwiththeirheadsbentdownovertheirbooks.

A．themB．whomC．thatD．which

14．Hisincometodayisdoubleitwasfiveyearsago.

A．thatB．whichC．whatD．a(chǎn)s

15．Governmentreports,legalpapersandmostbusinesslettersarethemainsituations

Englishisused.

A．whenB．thatC．howD．where

第二部分完形填空（共20小題；每小題1.5分,滿分30分）

閱讀下面短文，掌握其大意，然后從36---55各題所給的四個選項（A、B、C、D）中，選出最佳選項。Asoccerreferee(裁判)punishedforscoringagoalwhiletakingchargeofagamehasquitthejobafterbeingfoundguiltyofbringingthegameintoshamebytheEssexCountyFootballAssociation.TheEssexCountyFootballAssociationsaidthattheyweredisappointedbythe__1__ofSavill,whohittheheadlineslastyearwhenhissympathyforateamgettingbeaten1-18went__2__.“Itisaprettyrare__3__andhopefullyitwonthappenagain.”EssexCountyFAchiefexecutivePhilSammonssaid.

BrianSavillwastaking__4__ofaGreatBromleyCupgameintheSouthofEnglandbetweenEarlsColneandWimple.With10minutes__5__andWimplefallingbehind1-18,Savillfoundtheballathis__6__infrontoftheEarlsColnegoalandquickly_7__itintothenet,__8__signalingagoal.

Thelawsofthegamestatethattherefereeispartoftheplayingareaandthatthegame__9__iftheballstrikeshim.Thereisnolawstodifferentiatebetweena(an)__10__orintentionalcontact.Savills__11__goalmade__12__differencetotheresultasEarlsColnewentontowin20-2,buttheofficialswere__13__.TheEssexCountyFAfinallyfound47-year-oldSavillguiltyand__14__hisjobforsevenweeks.

Savill,arefereewith18years’experience,officiallyannouncedthathewould__15__thejobafterfindingoutaboutthedecision.“__16__haventgotasenseofhumor,”hetoldtheTimesnewspaper.“Itbrought__17__toeveryone’slives.Itshows__18__canbeenjoyableandthatwearenotHitlersrunningaroundblowing19allthetime.”However,headvisedotherrefereesagainstfollowinghis__20__.

1.A.decisionB.adviceC.commentsD.statement

2.A.wrongB.toofarC.crazyD.veryserious

3.A.caseB.sceneC.gameD.score

4.A.picturesB.sightsC.pityD.charge

5.A.goingB.remainingC.endingD.leaving

6.A.handB.feetC.backD.side

7.A.threwB.laidC.kickedD.hit

8.A.afterB.whileC.forD.before

9.A.continuesB.winsC.delaysD.ends

10.A.thankfulB.friendlyC.beautifulD.accidental

11.A.strangeB.wonderfulC.amazingD.helpful

12.A.littleB.muchC.doubtfulD.sensible

13.A.watchedB.pleasedC.impressedD.tricked

14.A.stoppedB.encouragedC.firedD.scolded

15.A.takeB.leaveC.improveD.refuse

16.A.WeB.HeC.ID.They

17.A.hateB.violenceC.enjoymentD.friendship

18.A.playingB.inspectingC.scoringD.refereeing

19.A.windB.whistlesC.hornsD.weapons

20.A.exampleB.humorC.recordD.lesson

第三部分閱讀理解

A

Thetreesarrivedbypost,ahalf-openparcel.Theywerethinandstraight,ratherlikearrowsbutwithshinyleavesatoneendandmuddyrootsattheother.Terryandhisfathertookthemdownthegardenandplantedthemintheirpreparedplaces.Terryhadgreathopesofthemiddletree,nowsetintheholyspotwhereHenry,hiscat,runover,hadbeenlaidtorestayearbefore.Theninetreesmadeanavenuedownonesideofthegarden,wheretherewasalreadyafifteen-footstonewallbetweenthegardenandthebackyardsoftheJenkinsStreethouses.
“Whydowewantarowoftreesaswellasawall?”Terryaskedhisfather.

Hisfathersaid,“Forprivacy.Thesetreesgrowverythickly.”

Hisfather’sloveofprivacyoftenpuzzledTerry,whowasnotonetokeephimselftohimself,buthecouldseepartofthepointhere.ThehousesinJenkinsStreetwereonhigherground.HisfriendLeslielivedinnumbertwelve,andLesliehadonlytostandonaboxtoseerightoverthewall.

“Willthetreesgrowhigherthanthewall?”Terryaskedthen.

“Ohyes,twiceashighifnotmore.It’lltakeafewyearsbuttheyllgrow.”

Sotheyweregoingtohaveninetreesthirtyfeettall,tokeepthemfrombeingoverlooked.Terrywonderedwhythiswassodesirable.Hesaid,“Ourgardenisverypretty.Whycan’tweletthepeopleoverthewallseeit?Thatwouldn’tbeshowingoff,wouldit?”
“No,Idon’tthinkitwouldbe,”hisfathersaid.“Yetsomepeoplemightfeelabitlesshappyiftheycanalwaysseeagoodthingthatisn’ttheirs.Wedon’twanttobethecauseofanyjealousyifwecanhelpit.”

Thisconsiderationforotherpeople’sfeelingsmustbeagrown-upthing.Terrythought.Itwasnothisideaofhowtorunthings.Hesaid,“Thesetrees—itseemsalotoftroubletogotojusttostoppeoplebeingjealousofus,”

Hisfatherlookedathim.“Itisn’tmuchtrouble,Terry,”hesaid.“Thesetreeswillgrowwithouthelpfromus.They’llbebeautiful.Andlistentothem.Youcanalreadyhearthemwhisperingtousinthewind.”

1.HowdoweknowthatTerry’sfatherwasexpectingthetrees?
A.Hethoughttheywouldgrowtallandthick.
B.Heexpectedthembecausetheyarrivedbypost.
C.HeandTerryhaddugholesforthem.
D.Theparcelwashalfopen,sohecouldseetheyweretrees.
2.Partofthegardeniscalledaholyspotbecause.
A.HenryhadbeenrunoverjustthereB.acatwasburiedthere
C.Terrythoughtitwasholy.D.itwasrightinfrontofLeslie’shouse
3.WeknowfromthepassagethatTerry’sfatherisamanwho.
A.wasproudofhisgardenandlikedshowingitoffB.didn’tquitelikehisneighbors
C.preferredtokeephisprivacyD.feltjealousofthepeopleinJenkinsStreet
4.Whywerethetreesplantedinfrontofthewall?
A.Becausethatwaswheretheywouldgrowfaster.B.Toimprovetheappearanceofthehouse.
C.TohidetheuglysightofJenkinsStreet.D.Tostoppeoplefromlookinginside.

5.AccordingtoTerry’sfather,thethingthatmighthavemadetheneighborsfeellesshappy
was________.

A.thewallB.thethrivingrowoftreesC.thewell-keptgardenD.theprivacyoftheplace

B

Inthe1960s,medicalresearchersThomasHolmesandRichardRahedevelopedachecklistofstressfulevents.Theyappreciatedthetrickypointthatanymajorchangecanbestressful.Badeventslike"seriousillnessofafamilymember"werehighonthelist,butsoweresomehelpfullifechangingeventslikemarriage.

WhenyoutaketheHolmesRahetestyoumustrememberthatthescoredoesnotshowhowyoudealwithstress—itonlyshowshowmuchyouhavetodealwith.Andwenowknowthatthewayyoudealwiththeseeventsdramatically（戲劇性地）affectsyourchancesofstayinghealthy.Bytheearly1970s,hundredsofsimilarstudieshadfollowedHolmesandRahe.AndmillionsofAmericanswhoworkandliveunderstressworriedoverthereports.Somehowtheresearchgotboileddowntoamemorablemessage.Women’smagazinesrantitleslike"Stresscausesillness".

Ifyouwanttostayphysicallyandmentallyhealthythearticlessaidavoidstressfulevents.Butsuchsimplisticadviceisimpossibletofollow.Evenifstressfuleventsaredangerous,many—likethedeathofalovedone—areimpossibletoavoid.Moreover,anywarningtoavoidallstressfuleventsisaprescription（處方）forstayingawayfromchancesaswellastrouble.Sinceanychangecanbestressful,apersonwhowantedtobecompletelyfreeofstresswouldnevermarry,haveachild,takeanewjobormove.Theideathatallstressmakesyousickalsotakesnonoticeofalotofwhatweknowaboutpeople.Itsupposeswe’reallvulnerableandnotactiveinthefaceofthedifficultsituation.Butwhatabouthumanabilityandcreativity?Manycomethroughperiodsofstresswithmorephysicalandmentalstrengththantheyhadbefore.Wealsoknowthatalongtimewithoutchangeorchallengecanleadtoboredomandphysicalandmentalpressure.　

6.TheresultofHolmesRahe’smedicalresearchtellsus________.

A.thewayyoudealwithmajoreventsmaycausestress

B.whatshouldbedonetoavoidstress

C.whatkindofeventwouldcausestress

D.howtodealwithsuddenchangesinlife

7.Thestudiesonstressintheearly1970sledto________.

A.popularavoidanceofstressfuljobsB.greatfearoverthementaldisorder

C.acarefulresearchintostressrelatedillnessesD.widespreadworryaboutitsharmfuleffects

8.ThescoreoftheHolmesRahetestshows________.

A.howyoucandealwithlifechangingeventsB.howhelpfuleventscanchangeyourlife

C.howstressfulamajoreventcanbeD.howmuchpressureyouareunder

9.Whyis"suchsimplisticadvice"(Line1,Para.3)impossibletofollow?

A.Noonecanstayonthesamejobforlong

B.Noprescriptioniseffectiveinreducingstress?　

C.Peoplehavetogetmarriedsomeday　

D.Youcouldbemissingchancesaswell?

10.Accordingtothepassagepeoplewhohaveexperiencedupsanddownsmaybecome________.

A.nervouswhenfacedwithdifficultiesB.physicallyandmentallytired

C.moreabletodealwithdifficultiesD.coldtowardwhathappenstothem

第四部分短文改錯

DearMumandDad:

Thisisaquicknotetellyouthatwehavearrived1:________

safelyandthatwearehavingarealwonderfultime.2:________

Theflightisverygoodandwearrivedatourhotel3:________

intimeforoureveningmeal.Theweatherhereis4:________

muchbetterthanathome.Sometimesitrainalittle5:________

atnight,andit’ssunnyduringtheday.Ifthe6:________

weatherisnicethenextweek，we’llgosailing.7:________

TodayIhavetowriteallmypostcards.Iwantitto8:________

arrivebeforewewillgetbackhomeonSunday.Were9:________

allwell,andlookingforwardtoseeyou.10:________

Hopeallswell.

Lotsoflove第五部分：書面表達

5月2日《蓉城日報》報道：某大型超市最近做出一項新的決定：為減少白色污染，超市將不再為購物的顧客提供免費的塑料袋。請你就此從以下幾個方面發(fā)表自己的看法：

1．這一決定的利與弊

2．建議超市提供紙袋，顧客也可自帶包裝

3．要徹底解決白色污染的問題，需要首先提高人們對環(huán)保的認識

注意：1．詞數(shù)：100左右；2．參考詞匯：《蓉城日報》：RongchengDaily

參考答案

第一部分單項填空

1—5DABBC6—10CBBBA

第一部分單項填空

1—5AABBA6—10CCDAC11—15DDACD

第二部分完形填空

1—5ABADB6—10BCDAD11—15AACAB16—20DCDBA

第三部分閱讀理解

1—5CBCDC6—10ADDBC

第四部分短文改錯

1.note與tell之間加to2.real→really3.is→was4.√5.rain→rains

6.and→but7.去掉the8.it→them9.去掉will10.see→seeing

第五部分：寫作

Onepossibleversion:

ItisreportedinRongchengDailythatabigsupermarkethasmadeanewdecisionthatinordertoreducewhitepollution,themarketwillnolongerprovideforthecustomersfreeplasticbags.Inmyopinion,thedecisionwillhavebothpositiveandnegativeeffects.Asisknown,peoplethrowawayusedplasticbagswherevertheywanttoandthewhitepollution,mainlycausedbyplastics,whichishardtobreakdown,isbecomingadangertopeople’slife.Thereisnodoubtthatthedecisionwilldogoodtotheenvironment.However,itwillbringinconveniencetothecustomers.It’slikelythatfewerpeoplewillchoosethissupermarketandthereforethesalesoftheshopwillbebadlyaffected.

Tosolvethisproblem,Ithinkthesupermarketcanprovidepaperbagsorthecustomersareencouragedtobringalongbagsoftheirown.ButwhatIwanttopointoutisthatstoppingprovidingplasticbagsisfarfrombeingthebestwaytoprotecttheearthfromwhitepollution.It’snotuntileveryoneunderstandstheimportanceofprotectingenvironmentthattheworldwillbereallyclean.

蜜

蜜蜂的語言

有很多種不同種類的蜂.有些是聚居在大家族里,象蜜蜂,把它們的窩筑在樹上或巖石洞里.還有一些則把它們的窩筑在地下的洞里.也有一些根本就不住在一起的蜜蜂.在不同種類的蜂之中,蜜蜂吸引了很多科學家,因為他們用一種語言來互相傳遞信息.1851年,現(xiàn)代蜂房的研制使研究蜜蜂語言的實驗成為可能.
卡爾·馮·弗里希教授,一個澳大利亞的科學家,多年研究在黑暗的蜂房里蜜蜂是怎樣以很巧妙的方式傳遞信息的.馮·弗里希教授多年從事蜜蜂的研究工作,他對一再觀察到的某些現(xiàn)象曾感到迷惑不解.當他把一小碟一小碟的蜜放在桌上時,蜜蜂不一會兒就來了.只要有一只蜜蜂發(fā)現(xiàn)了蜜,沒多久便飛來許多蜜蜂.看來,一只(發(fā)現(xiàn)了食物的)蜜蜂能把食物的信息傳遞給蜂箱里的其他蜜蜂.這是怎樣傳遞的呢?為了弄清情況,馮·弗里希制作了幾個特殊的蜂箱,每個里面只有一蜂巢.蜂箱的一面裝上玻璃,他可以透過玻璃觀察蜜蜂在里面的活動情況.為了便于區(qū)別,他在一些蜜蜂的身上涂上顏色.
當一只帶有標記的蜜蜂從喂食的桌上飛回蜂箱時,馮·弗里希就透過玻璃進行觀察.使他驚異的是,這只蜜蜂在巢壁上跳起舞來.先向右轉(zhuǎn)一圈,再向左轉(zhuǎn)一圈.就這樣一遍又一遍地來回轉(zhuǎn)圈.但情況還不只此.這種舞蹈似乎使周圍的蜜蜂也活躍起來了.它們成群地跟在這只蜜蜂后面,模仿它的動作.然后離開蜂箱飛到喂食處去了.這種圓圈舞好象是傳遞有關(guān)食物的信息.可是它還傳遞什么別的信息嗎?
馮·弗里希想弄清這種舞蹈能不能說明喂食處有多遠.因此,他安排了兩個喂食處.

一個靠近蜂箱.另一個遠離蜂箱.他給所有來附近喂食處的蜜蜂標上藍色,給飛到遠的喂食處的蜜蜂標上紅色.當蜜蜂返回蜂箱時,馮·弗里?？吹搅艘环N奇妙的現(xiàn)象.所有到過近處喂食處的蜜蜂都跳著圓圈舞.所有到過遠處喂食處的蜜蜂都跳著一種完全不同的舞--擺尾舞.跳舞的蜜蜂沿著直線飛,腹部左右擺動.然后它轉(zhuǎn)半個圈,再沿直線飛,在另一邊又轉(zhuǎn)半個圈.它一遍又一遍地不斷重復著這些"舞步".情況清楚了.圓圈舞的意思是食物在近處.擺尾舞的意思是食物在遠處.

接下來,馮·弗里希和他的同事們在靠近蜂箱的地方設立了一個喂食處.接著他們把喂食處慢慢地往遠處移動.他們回到蜂箱近旁時,便仔細觀察擺尾舞.他們用跑表計算蜜蜂在一分鐘內(nèi)重復舞蹈的次數(shù).他們發(fā)現(xiàn)喂食地點越遠,舞就跳得越慢,舞蹈越慢,在一分鐘內(nèi)能夠重復的次數(shù)就越少.于是又發(fā)現(xiàn)一個令人驚訝的情況.每分鐘擺尾舞的次數(shù)說明到喂食地點的距離.他們也發(fā)現(xiàn)蜜蜂在它們的蜂房和喂食處所飛的最大距離是3.2公里.

其次,馮·弗里希和他的同事們要知道的是蜜蜂們是否能夠告訴其它伙伴確切的食物位置.例如,蜜蜂能否交流具體的方向,像東西南北,東南和西南等.

當蜜蜂發(fā)現(xiàn)一個喂食處的時候,它們能夠從蜂箱直接飛到喂食處.不一會,一群蜜蜂就象一股小風暴一樣從蜂箱飛到喂食處.幾個世紀以前,"蜂線"這個單詞就出現(xiàn)了,現(xiàn)在,我們就可以得出"給某人或某樣東西作一條直線"的表達方式,意思是為某人或某樣東西快速沿著一條直線走.

卡爾·馮·弗里希畢生研究包括蜜蜂在內(nèi)的動物傳遞信息的辦法,1973年,他和另外兩個科學家獲得了諾貝爾獎.他死于1982年.

高三英語Underthesea

經(jīng)驗告訴我們，成功是留給有準備的人。作為高中教師就需要提前準備好適合自己的教案。教案可以讓學生能夠在教學期間跟著互動起來，使高中教師有一個簡單易懂的教學思路。那么怎么才能寫出優(yōu)秀的高中教案呢？小編為此仔細地整理了以下內(nèi)容《高三英語Underthesea》，供大家借鑒和使用，希望大家分享！

Unit3Underthesea
Ⅰ.單元教學目標
技能目標SkillGoals
▲Retellastoryandmakeitintoaplay
▲Readastoryanddescribetherelationshipbetweenanimalsandhumans
▲ReviewthePassiveVoice(2)(includingthe-ingform)
▲Writeaparagraphtocomplainpolitelybasedondialoguesaboutblameandcomplaint

Ⅱ.目標語言

功
能
句
式
Blameandcomplaint
I’msorrybut...
I’mafraid...
That’snotgoodenough.
I’mfeeling(annoyedwith/unhappyabout/unsatisfiedwith...etc)
I’mnotfeeling(happyabout/satisfiedwith...etc)
I’dliketotalktothemanager.
I’dlikeafullrefund.
That’snogoodforme.
I’dlikearefund,please.

詞匯1．四會詞匯
anecdote,annual,witness,accommodation,shore,yell,pack,flee,drag,depth,lip,tongue,abandon,relationship,rent,seaside,net,dimension,reflect,pure,magic,beauty,cell,aware,vivid,poisonous,cave,narrow,sharp,tasty,scare,shallow,entry,boundary，Antarctic,awesome,seal,pension,pensioner
2．認讀詞匯
snorkel,aquarium,Clancy,baleen,baleenwhale,migration,oar,blow-hole,harpoon,meantime,overboard,flipper,turtle,lettuce,horn,anemonefish,tentacle,seaanemone,sea-slug,stripe,striped,eel,giant,clam,leap,refund
3．詞組
aheadof,inthemeantime,helpout,be/becomeawareof,upsidedown,(be)scaredtodeath,theAntarctic,sortout,throw...outof,beabouttodo,headout,fleeout,aimat,floatup,washoff,holdup
4．重點詞匯
anecdote,accommodation,shore,yell,flee,drag,depth,tongue,abandon,seaside,net,relationship,beauty,aware,vivid,poisonous,tasty,scare,Antarctic,awesome,pension

結(jié)
構(gòu)RevisethePassiveVoice(includingthe-ingform)
Clancydidn’tmindbeingtoldwhattodo.
BeingheldupinthewaterbyOldTom,Jameswasconfidenthewouldsurvive.

重
點
句
子1.Withoutpausingwejumpedintotheboatwiththeotherwhalersandheadedoutintothebay.P20
2.Aswedrewcloser,Icouldseeawhalebeingattackedbyapackofaboutsixotherkillers.P20
3.ThefirstthingIbecomeawareofwasallthevividcolourssurroundingme...P24
4....theyellowandgreenparrotfishhangingupsidedown,andsuckingtinyplantsoffthecoralwithitshardbird-likemouth...P24
6.Itoldmyselftheyweren’tdangerousbutthatdidn’tstopmefromfeelingscaredtodeathforamoment.P24

Ⅲ.教材分析和教材重組
1.教材分析
本單元以大自然中的海底世界為話題,以談論海底世界的動植物為切入點，讓學生在交流中發(fā)現(xiàn)和了解大自然的奇妙和美麗；通過閱讀奇聞故事，使學生從一個側(cè)面了解人類與動物的關(guān)系；一篇與海底動植物相處的感受的日記，把學生帶入人與自然和諧相處的美好境界。
本單元用梯次遞進的方式讓學生運用已有的自然知識、親身體驗、所掌握的語言知識和技能，在閱讀、聽新聞和專家評述、討論、寫故事、編劇本、排練演出等多項語言功能運用的過程中，深入學習、了解海洋動植物和大自然，并學習用英語表達對它們的感受、關(guān)切和熱愛，從而在學習和運用語言的同時，強化對海洋生物和大自然的保護意識。本單元實現(xiàn)了語言學習和傳播先進思想的完美統(tǒng)一。
1.1WarmingUp設計了兩個活動。第一個活動用兩個提問直接導入本單元的中心話題，也是學生最感興趣的話題——海底動物和植物，要求學生以互相交流的方式更多地了解海底世界。緊接著是小組活動，要求學生將已知的海洋動植物列表歸納，并談論自己最喜愛的海洋動物或植物。這一部分的設計為下一步的課文學習以及后邊的聽、說、讀、寫在內(nèi)容方面打下了伏筆。
1.2Pre-reading是Reading文圖并茂的內(nèi)容簡介?！盎ⅥL幫助捕鯨人在每年須鯨遷徙時捕捉須鯨”的奇聞軼事會立刻激起學生的閱讀興趣。
1.3Reading是一篇題為“OldTomtheKillerWhale”的故事，其中包括兩篇關(guān)于虎鯨的奇聞軼事。第一篇講虎鯨如何幫助捕鯨人捕捉須鯨，過程奇妙有趣。第二篇講虎鯨如何從鯊魚群中救出捕鯨人，情節(jié)驚險感人。學生通過對課文的閱讀理解，會由衷地感激這些可愛的海洋動物對人類忠實的幫助和巨大的貢獻，同時習得閱讀故事的技能。
1.4Comprehending設計了根據(jù)課文內(nèi)容描述OldTom和捕鯨人的關(guān)系,旨在引導學生在閱讀理解的基礎上進行再創(chuàng)造。第二題根據(jù)課文回答問題，其目的是評價學生對文章的理解程度。第三項是小組討論，中心論題——你是否同意禁止捕鯨——直擊本單元思想內(nèi)容主題——環(huán)境和動物保護。整個活動設計梯次分明，思想教育意義和語言學習意義兩條線共同逐步深入，以達到閱讀理解的最佳效果。
1.5LearningaboutLanguage分為詞匯和語法兩項。詞匯部分幫助學生學習用適當?shù)男问胶鸵饬x使用詞匯和短語，旨在培養(yǎng)學生運用英語詞匯和短語的能力。語法項目是復習動詞-ing形式的被動語態(tài)。要求學生用正確的-ing形式完成單句填空和補全句子來操練這一語法項目。-ing形式的被動語態(tài)在語法學習中是個難點，教師可以在此基礎上做些拓展性和鞏固性的練習設計。
1.6UsingLanguage是一個綜合性學習項目，包括“閱讀與討論”、“討論與寫作”、“說話與寫作”?！伴喿x與討論”的主體是一篇與海底動植物相處的感受的日記，其后設計了四個活動環(huán)節(jié)：速讀選擇信息；細節(jié)列表；詞匯學習；語法學習（形容詞連用）?！坝懻撆c寫作”共有兩項任務：一是讓學生以小組活動的形式討論所給出的日記中的描述性詞語的意思和描述方式；二是讓學生用上其中三、四個短語寫一小段描寫一個地點的一種動物或植物的短文。這種分類描寫的方式非常有利于對學生的寫作訓練和指導?！白x、聽、說”共設計了五項活動：第一項是在“聽”之前閱讀一則觀鯨旅游的廣告并就此討論有關(guān)問題；第二項是聽一段對話選擇答案；第三項在重聽一遍的同時，記下與廣告不符的情況；第四、五項的聽力重點在詞匯上，練習的內(nèi)容是完成所聽的句子和填上所缺的詞。所有“讀、聽、說”的活動層次清晰，內(nèi)容連貫，實際上都在為完成下一步“寫”的任務積累素材和提供示范?！罢f話與寫作”的中心任務是本單元寫作練習的主題：對某事或某人以禮貌的方式責備和抱怨。該部分提供了表示“責備和抱怨”的習慣用語和三種情境，要求學生運用所給的詞語先進行對話練習，然后再把對話內(nèi)容寫下來。這種寫作練習設計能使學生體會到語言的鮮活、生動和實用，有利于發(fā)揮他們的寫作積極性。

2．教材重組
2.1Pre-reading,Reading,Comprehending是一個整體,而第一部分WarmingUp的話題內(nèi)容又與Reading一致，因此將這幾部分整合在一起，設計成一節(jié)“閱讀課”。
2.2LearningaboutLanguage中的兩項活動(詞匯和語法)和Workbook中的USINGWORDSANDEXPRESSIONS以及USINGSTRUCTURES內(nèi)容一致，整合起來設計成一節(jié)“語言學習課”。
2.3將UsingLanguage中的聽力部分(P25Reading,discussingandlistening)與Workbook中的LISTENING,LISTENINGTASK整合為一節(jié)“聽力課”；由于Workbook中TALKING的任務是談論前面兩個聽力內(nèi)容的，所以將此項任務也加進這一課時。
2.4將UsingLanguage中的Readinganddiscussing以及其后的四項練習與Workbook中的READINGTASK以及其后的兩項練習整合在一起，上一節(jié)“泛讀課”。
2.5將UsingLanguage中的Speakingandwriting(P26)與WRITINGTASK,SPEAKINGTASK整合成一節(jié)“交流寫作課”。
注：本單元“說”的任務分別體現(xiàn)在“聽、寫、讀”等各項活動中，因此沒有單獨設計“口語課”。
3.課型設計與課時分配
1stPeriodReading
2ndPeriodLanguagestudy
3rdPeriodListening
4thPeriodExtensivereading
5thPeriodCommunicationandwriting

Ⅳ.分課時教案
TheFirstPeriodReading
Teachinggoals教學目標
1.Targetlanguage目標語言
a.重點詞匯和短語
anecdote,annual,witness,accommodation,shore,yell,pack,flee,drag,depth,lip,tongue,abandon,relationship,aheadof,inthemeantime,helpout
b.重點句子
Werandowntotheshoreintimetoseeanenormousanimaloppositeusthrowingitselfoutofthewaterandthencrashingdownagain.P20
Withoutpausingwejumpedintotheboatwiththeotherwhalersandheadedoutintothebay.P20
Aswedrewcloser,Icouldseeawhalebeingattackedbyapackofaboutsixotherkillers.P20
Andthoseothersarestoppingitdivingorfleeingouttosea.P20
IttookoverhalfanhourtogettheboatbacktoJames...P21
2.Abilitygoals能力目標
EnabletheSstotalkaboutplantsandanimalsunderthesea.LettheSsknowthatseaplantsandanimalsarepartofhumanbeings’life.
3.Learningabilitygoals學能目標
HelptheSslearnhowtotalkaboutplantsandanimalsundertheseabymeansofmakingdialoguesandknowtheimportanceoftherelationshipbetweenanimalsandhumansthroughreading.
Teachingimportantpoints教學重點
HelptheSsknowmoreaboutplantsandanimalsundertheseaaswellastheanimals’loyaltyandhelptohumanbeings.
Teachingdifficultpoints教學難點
Analyzethestructureofsomesentences;
Summarizethemainideaofeachparagraphaswellasthetext.
Teachingmethods教學方法
Makingdialoguestocollectinformationabouttheplantsandanimalsunderthesea;
Fast-readingandcareful-readingmethods;
Thinkingandsummarizingmethods.
Teachingaids教具準備
Arecorder,aprojectorandsomeslides.
Teachingproceduresways教學過程與方式

StepⅠWarmingup
T:Goodmorning/afternoon,everyone!
Ss:Goodmorning/afternoon,Sir/Madam!
T:Haveyouseenplantsandanimalsthatliveunderthesea?Anddoyoulikethem?
Ss:Yes.Theyareverybeautifulandlovely./Someareuglyanddangerous./Ilikethemverymuchwhethertheyarebeautifulorugly./Yes,theyareverynice...
T:Mm,Isee.Butwheredidyouseethem?
Ss:Atanaquarium./Inthetunnelunderthesea./Inthezoo./OnTV,theprogramsabouttheseaanimals./OntheInternet.Ihaveseenalotofpicturesabouttheseaanimalsandplants...
T:Verygood.Yousee,yoursightofseaanimalsislimited.Doyouwanttoknowmoreaboutthem?
Ss:Yes!Verymuch!Buthow?
T:Nowyoucantalktoeachotherinpairsabouttheseaanimalsandplantsyou’veseenbeforetoenrichyourknowledgeofthem.UsethelistonPage19tohelpyou.
TheSsbegintotalkabouttheplantsandanimalsundertheseathey’veseenbeforeandtheteachercanwalkaroundtoseewhattheyaretalkingabout.Afterthattheteachercanasktwoorthreepairstoacttheirdialoguesout.
Possibledialogue1:
Sa:Lastsummerholiday,IwenttoHainanProvincewithmyparents.TherewhenIwasonmysnorkellingtrip,Isawmanykindsofbeautifulfishunderthesea.TheyhavesorichandfreshcolorsthatIcouldn’tbelievemyeyes.
Sb:Doyouknowtheirnames?
Sa:No.Solargevarietyofcolorfulfishthattheymademeastonished.ButIcouldhardlycallasinglenameofthem.MaybeIsawseaanemones,whichliveonrocksandlooklikeflowers.
Sb:Haveyouseenanythingspecial?
Sa:Yes.Isawsomecorals,realandlivingcorals.Youknowtheredoneisthemostbeautiful.
Sb:Red?I’veonlyseenwhiteonesindecorationshops.Ilikeitsfantasticshapes.ButIdon’tknowtherearesomeredones.
Sa:Besidesredones,therearepurple,yellow,blue,pinkones.
Sb:Oh!That’swonderful!Howluckyyouare!IlikeseaanimalsandplantsverymuchbutIhaven’tseenthemundertheseawithmyowneyes.I’veonlyseenthemonTVprogramsandinsomefilmsaboutlivingthingsunderthesea.
Sa:Whenwecanearnenoughmoneybyourselves,thefirstholidaytripwouldbegoingonasnorkellingtrip.
Sb:It’sago!
Possibledialogue2:
Sa:OnceIsawmanyturtlesintheAquariumofShanhaiguan.Someweresolargethattheycouldn’tmoveveryfast.Twoorthreeofthemhadhardhornsontheirlegs.Itissaidtheymusthavelivedatleastoverthreehundredyearsbeforetheyhavethiskindofthing.
Sb:Really?I’veneverheardaboutthat.IhavebeentoShengyaOceanWorldinDalian.Isawsomelargeturtlesbutdidn’tfindthatkindofones.
Sa:Youmusthaveseenmanyfish,right?
Sb:Certainly!Alargenumberofanimalsandplantsunderthesea.
Sa:Tellmemore,please.
Sb:Someeels,forexample.Theywerelongandthinwithsharpteethandswamveryquickly.Smallsharksinwhite-greycolorswamingroupsaroundthediver.Theywereactiveandseemednevertostop.Theexplainertoldusthatonlyafewkindsofsharksmightattackpeople.Therewerealsofatsealions,yellowandgreenparrotfish,blue-stripedangelfish,seahorses—theywereverysmall,floatinguprightinwater,seastarsinmanycolorsandsoon.Therewerealsosomeseaplantssuchaskelp.
Sa:That’swonderful.I’llaskmyparentstotakemetherenextsummerholiday!
T:Verygoodjob!Youmakemeknowmoreaboutthelovelyseaanimals.Wouldyoulikemetoshowyouaroundtheworldunderthesea?
Ss:Hurray!Wecouldn’twaitanymore!
T:Butremember,afteryou’veseeneachbeautifulcreaturewithoutnamemarked,youmusttrytowritedownthenameoftheanimalortheplantinyourexercisebooks,threeofyouwillbeaskedtowritethenamesontheblackboard.Whoeverwritesthenamesmostquicklyandaccuratelywillgetasmallgift.Clear?
ShowpicturesofseaplantsandanimalsonthescreenandasktheSstodothespellingjob.Ifpossible,ashortvideoabouttheworldunderseawouldbebetter.

(1)(2)
(3)(4)
(5)(6)
(7)(8)
(9)(10)
(11)(12)
(13)(14)
Namesoftheseseaanimalsandplants:
(1)whitewhale白鯨(2)anemone?？?br> (3)seastar海星(4)shark鯊魚
(5)coral珊瑚(6)butterflyfish蝴蝶魚(7)seahorse海馬
(8)turtle海龜(9)parrotfish鸚嘴魚(10)kelp海帶
(11)eel海鰻(12)angelfish天使魚
(13)anemonefish海葵魚(14)dolphin海豚
T:Aren’ttheybeautiful!Ithinkyou’veknownmoreaboutseaanimalsandplants.Now,let’sworkingroupsoffour,makingalistaboutwhatyouhaveknownaboutthemtocollecttheinformation.Drawaformlikethisandthenfillinit.Showthefollowingformonthescreen.AftertheSshavefinished,showafulfilledoneasasummary.
NamePlantsandanimals
you’veseenundertheseaWhereyou
sawthemFavouriteone
why
LiHuadolphins,flyingfish,kelps,algae,whitebait...Onaboattourdolphins:cleverandfriendlytopeople
WangXixiturtles,seahorses,sealion,sharks,whitewhale,seals...Atan
aquariumsealion:clever
canplaygame
WangXixiflatfish,ling,coral,kelps,algae,eels,clams,sea-slugs,whales,crabs,shrimps,cuttlefish,seasrats,seals,whalessharks,whelks,elephantseal,anemone,seajelly...OnTVandinfilmscoral:colourfulandincharmingshapes
kelps:tastyandnutrient
JianPingparrotfish,angelfish,eels,coral,kelps,turtles,scallops,clams...Ona
snorkelling
tripbutterflyfish:
beautifulincolors

StepⅡPre-reading
LettheSstalkaboutthepictureinPre-readingandgetthempreparedforthereadingpassage.
T:NowlookatthepictureinPre-reading.Whatcanyouseeandwhatdoyouthinkishappeninginit?
S:Inthepicturewecanseeahugefish,fromthewaterspurtedoutoftheblow-holeonitsheadwecanknowitmustbeawhale.Therearesomebigfishrunningafterit.Theyarehavingafight,Iguess.
S:Thereisasmallboatnotfarfromthewhale.Thepeopleontheboatmightbehuntingwhales.Iheardofitbefore.
T:Ifyouwanttouncoverthepuzzle,readthewordsontheleftsideofthepicture.
Afterashortwhile.
T:Whatdoesanecdotemean?Haveyougotitsmeaningfromthedictionary?
S:Itmeansashortstorybasedonyourpersonalexperience.
T:Right!Sowhatarethemaincharactersofthestory?
S:Whalers,killerwhalesandbaleenwhales.
T:Butwhatistherealnameofthekillers?Andhowdidtheyhelpthewhalerstocatchthebaleenwhales?Let’sreadthetextandfindtheanswers.

StepⅢReadingcomprehending
Inthisstep,theSswillreadthetextanddealwiththecomprehendingexercises.
Skimming
LettheSsskimthetextandgetthemainideasofthetwoanecdotes.
Afterskimming.
T:WhoisOldTom?Whatisthefirstanecdoteabout?
S:OldTomisthenameofkillerwhales.Thefirstanecdotedescribesahuntingexperienceabouthowthekillerwhaleshelpedthewhalerstohuntawhale.
T:Good!Howaboutthesecondone?
S:IttellsabouthowakillerwhaleprotectedandsavedJames,awhaler.
Scanning
LettheSsdoscanningandfindtheanswerstothequestionsinExercise2.
T:First,gothroughthequestionsinExercise2onPage21,andthenIwillgiveyouseveralminutestodoscanning.
Afewminuteslater,guidetheSstodopairwork(asfollows),whiletheteachercanwalkaroundtoseeiftheyhaveanyproblemstodealwith.
Sa:WhatevidencewastherethatOldTomwashelpingthewhalersout?
Sb:OldTomwasswimmingbytheboat,showingusthewayandleadingustothehunt.GeorgestartedbeatingthewaterwithhisoarandtherewasTom,circlingbacktotheboat,leadingustothehuntagain...
Thenasksomepairstoaskandanswerthequestionsbeforeclass.
T:Verygood!Nowcloseyourbooksandwe’lllistentothetapeofthistext.Takeoutapieceofpaper.Lookatthescreen,whileyouarelistening,payattentiontothewholestoryandtrytowritedownthemissingwordsinthesentencesaccordingtowhatyouhear.Areyouready?
Showthefollowingsentencesonthescreen.(Thesentencesaregivenwithblanks.)
1.Ithought,atthetime,thatthiswasjustastorybutthenIwitnesseditwithmyowneyesmanytimes.
2.…asIwassortingoutmyaccommodation,Iheardaloudnoisecomingfromthebay.
3.Werandowntotheshoreintimetoseeanenormousanimalthrowingitselfoutofthewaterandthencrashingdownagain.
4.“Comeon,Clancy.Totheboat,”Georgesaidasheranaheadofme.
5.Aswedrewcloser,Icouldseeawhalebeingattackedbyapackofaboutsixotherkillers.
6.Andthoseothersarestoppingitdivingorfleeingouttosea.
7.Withinamomentortwo,itsbodywasdraggedswiftlybythekillersdownintothedepthsofthesea.
8.Inthemeantime,OldTom,andtheothersarehavingagoodfeedonitslipsandtongue.
Afterplayingthetape,asksomeonetospelloutthewordsorwritethemdownontheBbtochecktheirlisteningandspellingtasks.Atlast,showtheanswersonthescreen.

StepⅣDiscussion
DealwithExercise3inComprehending.LettheSsworkingroupsanddosomediscussion.
T:Lookatthetitleofthistext:OldTomtheKillerWhale.WhoisOldTomandwhatisspecialaboutit?
S:Itisakillerwhale!It’stheheadofthekillerwhaleteam,Ithink.
S:Maybeitisthemostcleverandpowerfuloneintheteam.
T:Nowingroups,discusstherelationshipbetweenOldTomandthewhalers.Thendiscusswhatotheranimalshelpouthumansinhunting.
Asampledescription:
Sa:OldTomishonestandhelpfultothewhalersandthewhalersareverykindtoOldTomanditsgroup,too.They’rejustlikegoodfriends.
Sb:Ithinkso.MaybeOldTomandotherkillershavebeentrainedbythewhalers,justlikehuntingdogs,theygetonwellwiththewhalers.Ineverydaylifetheytakecareofeachotherandinanemergency,theyhelpeachother.
Sc:Speakingtohuntingdogs,Ithinktheyarethemosttypicalanimalsthathelpouthumansinhunting.Uponmeetingthequarries,theyareveryexcitedandlistentotheirmastersverywelltohuntforthem.Ifthereisagroupofdogs,theymayworktogethertilltheyhelpthemastercatchthequarries.Thentheywillbeveryhappyandcomebacktothemastertoreporttheirsuccess.That’sveryinteresting.Andiftheirmasterisindanger,theywillrushuptorescuehim.Therearemanymovingstoriesofthiskind.
Sd:Yes.Afterreadingthetext,wecanlearnmoreabouttherelationshipbetweenhumansandanimals.Humansandanimalsshoulddependoneachotherandbekindtoeachother.Onlyinthatway,cantheworldbemoreharmoniousandbeautiful.
Dealwithsomelanguagepoints.

StepⅤHomework
T:Asamatteroffact,whalesarenowanendangeredanimal.Manypeoplearetryingtoprotectthemfrombeinghunted.ThelastwhalingstationinAustraliaclosedin1978.Butsomecountriesopposetheban.Andtherearestillpeoplewhohuntwhales.What’syouropinion?Areyoufororagainstthebanningwhaling?Considertheproblemcarefullyandwe’llhaveadiscussiontomorrow.Good-byeeveryone!

TheSecondPeriodLanguagestudy
Teachinggoals教學目標
1.Targetlanguage目標語言
a.重點詞匯和短語
depth,shore,accommodation,inthemeantime,park,snorkel,rent,seaside,net,beawareof,reflecton,pure,upsidedown,scaretodeath
b.重點句子
Jameswasafraidofbeingattackedbysharks.P23
Thechildrenenjoyedbeingtakentotheaquarium.P23
2.Abilitygoals能力目標
RevisethePassiveVoiceofthe-ingform.
Learntousesomenewwordsandphrases.
3.Learningabilitygoals學能目標
HelptheSstolearnhowtousethePassiveVoiceespecially“beingdone”formbypracticingandsummarizing.
Teachingimportantpoints教學重點
ThePassiveVoiceand“beingdone”usedasobject,attributeandsoon.
Teachingdifficultpoints教學難點
HelptheSstomastertheusageofthePassiveVoiceand“beingdone”structure.
Teachingmethods教學方法
Concluding,summarizingandpracticing.
Teachingaids教具準備
Aprojectorandacomputer.
Teachingproceduresways教學過程與方式

StepⅠRevision
T:Goodmorning/afternooneveryone!
Ss:Goodmorning/afternoon,Sir/Madam!
T:Attheendoflastperiod,youwereaskedtothinkabouttheinternationalbanonwhaling.Areyouforitoragainstit?Nowlet’sworkingroupsoffouranddiscussthereasonsforandagainstbanningwhaling.
WhiletheSsarehavingdiscussion,walkaroundtoseeiftheyaregettingonwellwiththejob.Whentheyhavefinished,asktheSstospeakouttheirgroup’sopinionsandreasons.
Possiblediscussion:
Sa:Ithinkit’simportanttoprotectwhales.Afteralongtimehunting,thenumberofwhaleshaslargelydecreased.Ontheotherhand,withthedevelopmentofindustry,theseahasbeenseriouslypollutedandthepollutionhaskilledmanywhales.
Sb:Yes.Iagreeontheinternationalban.Whaleisoneoftheoldestspeciesontheearth.Protectingthemeffectivelyandstudyingthemseriouslywillbringhumanbeingsgreatbenefit.
Sc:Whalesarethehugestanimalslivingintheocean.Thenumberoftheminnaturewillhavegreateffectonthebalanceofseaanimalsaswellasnature.
Sd:WeseemtohavethesameideaaboutthetopicandIagreewithyouall.Firstly,animalsarehumanbeing’sfriends;wemusttrytoprotectthem,especiallythoseendangered.Itisreportedthatmanywhaleskillthemselvesforsomeunknownreasonsonsomebeacheseveryyear.Maybethatiscausedbypollution.Inaword,manhasdonemuchharmtowhales.It’stimeforushumanstodosomethingtoprotectthem.Nomorewhaling!
T:Yes,nomorewhaling!Iagreewithyouverymuch!Ihopeyoucangetmoreinformationaboutwhalesafterclasstolearnmoreabouttheircurrentsituation.

StepⅡLanguagestudy
DealwiththeusefulwordsandexpressionsinthisunitandlettheSsdosomeexercisestomastertheirmeaningsandusages.
T:TurntoPages22,pleasefinishExx1-3.
WhentheSshavefinishedthat,checktheanswerswiththewholeclass.
T:Now,we’llrevisesomeusefulstructures.
Astheteacherexplainsthegrammar,he/shewillshowtheslidesatpropertime.

StepⅢPractice(Workbookexercises)
LettheSsfinishtheexercisesinUSINGWORDSANDEXPRESSIONSonPage63tofurtherpracticetheuseofsomekeywordsandexpressions.
ThenletthemfinishtheexercisesinUSINGSTRUCTURES.Afterstudentshavefinished,showsomestudents’workontheprojector,checktheirworkwiththewholeclass.Correcttheerrorsifthereareany.
Thisstructureisusedafterprepositionsandverbsnormallyfollowedby-ingform.SotheteachercanhelptheSssummarizetheverbsorphrasalverbsfollowedby-ingform.

StepⅣHomework
Homeworkfortoday:
1.Revisethegrammarandlanguagepoints.
2.Writefivesentenceswith“beingdone”structureasdifferentcomponentsofasentence.
TheThirdPeriodListening
Teachinggoals教學目標
1.Targetlanguage目標語言
重點詞匯和短語
opportunity,annual,migration,Antarctic,whalewatchingtour,witness,awesome,leapoutof,seal,refund,pensioner,sharkattack
2.Abilitygoals能力目標
EnabletheSstolistentothreedialoguesaboutatourtheyhavereadintheadvertisementandaninterviewofasharkexperttoanswerthequestionsgiven.
3.Learningabilitygoals學能目標
Learnhowtogetrightinformationfromwhattheyhearonthetapeandanswerthequestionsgivenaccordingtothelisteningmaterial.
Teachingimportantanddifficultpoints教學重難點
Listentodialoguestopickouttheexpressionsaboutblameandcomplaintandfillinthemissingwordsintheshortpassagesgiven.
Answersomequestionsgivenaboutsharksinordertosmooththewayoflistening.
Teachingmethods教學方法
Listening,speakingandcooperativelearning.
Teachingaids教具準備
Arecorder.
Teachingproceduresways教學過程與方式

StepⅠRevision
T:Goodmorning/afternooneveryone!
Ss:Goodmorning/afternoon,Sir/Madam!
T:Now,I’llcheckyourhomework.Readthesentencesyou’vemadewiththepassivevoiceof-ingform.
OrasksomeSstowritedowntheirsentencesontheBb,correctthemistakesifany.
Samplesentences:
Beingastudent,IknowImustworkhard.(Adverbial)
I’mveryexcitedaboutbeinginvitedtomyfriend’sbirthdayparty.(Objectofprep.)
Wedon’tlikebeingkeptwritinghomeworkalldaylongonSunday.(Objectofvt.)
Beingpraisedisapleasure.(Subject)
Theboybeingblamediscrying.(Attribute)

StepⅡListening(1)
T:Page25,please.Youwillfindanadvertisementaboutwhalewatchingtours.Haveyoueverbeenonsuchatour?Whatcanyouexperienceonthistour?...Nowreaditcarefullyandtrytoanswerthequestionsaboveit.Youcandiscusswithyourpartners.
Suggestedanswers:
1.Youcan:listentowhalessingingandwatchthemunderwateronthevideocamera;witnesswhalesintheirnaturalenvironmentastheyleapoutofwaterandfeedinourwaters;enjoyplentyofothermarineanimalssuchasdolphins,sealsandpenguins.
2.Iameagertogoonthistour.Iwouldliketowitnesswhalesintheirnaturalenvironmentastheyleapoutofwaterandfeedinourwatersbest.
3.Youwillgetarefundifyoudon’tseeawhaleonthetour.
T:Nowwearegoingtohearsomedialoguesbetweentouristsandatourguide.Theyhavefinishedthewhalewatchingtour.LookattheaspectsinEx2.Gothroughtheaspectsgivenanddecidewhichonesthetouristsmightthinkweregoodandwhichtheymightcomplainabout.Afterthat,we’lllistentothetapeandchecktheanswers.Clear?
Playthetape.Forthefirsttime,theyarerequiredtochecktheanswerstheyhavechosen.Forthesecondtime,theyshouldnumbertheaspectsintheordertheyhearaboutthem.Thenchecktheanswerswiththewholeclass.
T:Wehavesomanyjobstodotoday.NowPage26.Let’slistentothetapeagaintofinishExx3-5.ForEx4,youarerequiredtopickouttheexpressionsaboutcomplaintineachofthethreedialoguesandthencompletethesentencesgiven.Theseexpressionsarethefunctionalitemsofthisunit.
PlaythetapeagainandhelptheSstofinishthesetasksandatlast,checktheanswerswiththeclass.

StepⅢListening(2)
T:TurntoPage62please.Firstlookatthethreephotos.Whatdoyouseeinthem?
Ss:Sharks.
T:Haveyouseenanysharkswithyourowneyes?Wheredidyouseethem?Howwouldyouliketodescribethem?
S:Isawtheminanaquarium.Ithinktheyarehugeandfierce.
S:IsawthemontheTV.Itisreportedthatsharksattackpeopleonthebeachesinsomeareas.
T:Howdoyoufeelwhenyoulookatthephotosofthem?
S:Ifeelscared.
S:Ifeelamazed.
S:Ifeelthathumansaresofragileandweakinfrontofthem.
ThenlettheSsdiscussthequestionsabovethephotosingroupsandmakeshortdialogues.Theywillshareinformationwitheachotherandlearnmoreaboutsharks.
Possibledialogue1:
Sa:Wherehaveyouseensharks?
Sb:I’veseenthematanaquarium.
Sa:Whatdoyouknowaboutthem?
Sb:Iknowfromtheinterpreterthattherearemanykindsofsharksintheworldbutjustafewofthemmayattackpeople.Whataboutyou,C?
Sc:I’veseenthembothonTVandatanaquarium.WhenIsawtheminthelargeaquarium,Ifoundtheywerenotsobigandfierce.Onthecontrary,theywerelivelyandactive.WhenIsawthemonTVprogramsabouttheworldunderthesea,Ifoundtheyswamveryquicklylikeanarrow.Infact,Ilikethemverymuch.Doyouknowanythingaboutshark,A?
Sa:Yes.I’veseenthemontheInternet,onTVandinthefilmofJaws.Theanimalisawonderfulcreatureinnature;whileinthefilmitwasverycruelandfierceandkilledmanypeople.ButIdon’tthinkthefilmtellsthetruestoriesofsharks.Ialwaysthinkifyoudon’tdisturbthewildanimals,theywon’tattackyou,either.
Possibledialogue2:
Sa:Howdoyoufeelwhenyoulookatthephotos?
Sb:Inthefirstandsecondone,theyseemfine.Theyhaveaverygoodshapeandtheycanswimveryquickly.
Sc:Butinthethirdoneitlooksveryfrightening,justlikethebigsharkinthefilmJaws.It’sterrible.Whatdoyouthinkaboutthem,A?
Sa:Sometimeswemayhearnewsthatsharksattackpeopleandthismayfrightenpeopleverymuch.Butpeopleoftenpaylessattentiontothefactthatmanymoresharksarekilledbypeopleeveryyearandtheiramountinnaturedroppeddownveryquickly.
Sb:Yes.Peoplekillfarmoresharksthansharksdotopeople.AndIknowfromsomebooksthatseldomdothewildanimalsattackhumanbeings,ifpeoplewon’tdisturbthem.Sopeopleshouldthinkseriouslywhattheyhavedonetosharks.Forexample,whetherwe’vedestroyedtheirsurvivingenvironmentorwhethertoomuchfishinghasbrokentheirfoodchains.
T:Asweallknow,sharksattackpeople.NowLet’slistentothenewsreportsonsharkattacks.Numbertheplaceswheretheseattackshappenedintheorderyourhearthem.Areyouready?
PlaythetapetwiceormorefortheSstolistenandfinishExx2-3.Afterthat,checktheanswerswiththem.ThenlettheSsworkingroupsanddiscussthequestionsinEx4.
SuggestedanswerstoQ1:
Sa:Justnowweheardsomereportsonsharkattacks.Astowhetherpeopleshouldhuntdownandkillsharks,Ithinkthatdependsonthecase.Ifthesharkkillspeople,liketheoneinthefilmJaws,itshouldbekilledinordertosavepeople’slives.Butwemustn’tkillthosethatneverattackpeoplebecausenotallsharksmighthurtpeople.Wecan’tkillthewholefamilyjustbecauseoneofthemkilledaperson.
Sb:Iagree.Sharkattacksjusthappenonceinawhile.Infact,thechancesofbeingbittenbyasharkareactuallyverysmall.Comparedtowhatpeoplehavedonetosharks,theyareinnocent.Imaginethatifhumanbeingshadn’tdisturbedtheircircumstanceordestroyedtheirfoodchainorpollutedseawaterandsoon,wouldthatkindsofthingshappensooften?
Sc:Yes.Wehumanbeingsmustreflectonourselveswhetherweleaveenoughspaceforseaanimals,likesharks,tosurviveinnature.Ifwewanttoomuchfromthesea,wemustbepunished,byanimals,bynatureorinsomeotherways.Ontheotherhand,peoplecantakemeasurestoavoidthis.Forexample,nottoswimtooclosetotheirhabitats,leavethemenoughspace;nottofishtoomuch,especiallythecertainkindsoffishforsharks’food;protecttheoceanfrombeingpollutedtoprovidegoodseaenvironmentforallseaanimalsandmostly,forhumanbeings.
SuggestedanswerstoQ2:
Sa:Ithinkitmattersifmanysharksarekilledbypeople.Everyoneknowsthatanyspecieshasitsownpositioninnature,sayingnothingofsharks,largeandimportantanimals.Theamountofsharkswillmakegreateffectontheseacreaturechain,whileseacreaturechainwillaffecttheocean,andtheoceanwillactontheclimatestraight,andasaresult,onhumanbeings.SoIthinkanimals,suchassharks,haveaverycloserelationtopeople.
Sb:Yes.Itisreportedthatsharkpopulationsaredecreasingataseriousratebecauseofmodernfishingtechnology.Ontheotherhand,withthedeepwaterconditiongettingworsebypollutionandpeople’skilling,moreandmorespeciesarebecomingendangered.
Sc:AsfarasIknow,upto200millionsharksarekilledeachyear.Thisformerhugefamilynowhasnolongerheldadvantages.Theirsituationmakesusworried.SoIthinkgovernmentshouldmakesurethatthefishingofsharksissloweddown.Meanwhile,takematurestoprotectthem.
T:Verygoodjob!I’mverygladtofindthatyouhavegotstrongsenseofenvironmentalprotection.
Now,lookatthescreenandwewillreadtwopiecesofnewswithpictures.
Dealwiththenewwordsfirst.
Onthescreen
Whalesanddolphinsmysteriouslystranded
Updated:
Newwords:Tasmanian.塔斯馬尼亞;
beachingn.海灘;steerv.駕駛,轉(zhuǎn)向;
strandvt.擱淺;rescuern.救助者;
survivorn.生還者
(1)
AlisonJoyceandhertwo-year-sonTylerlookbottle-noseddolphinsstrandedonSeaElephant
BeachonTasmania’sKingIslandinAustraliaNovember29,2004.Over100ofthemammalsmysteriouslybeachedthemselvesinamassstrandingwhichwasrepeatedatanotherbeachontheislandstates’south-eastcoast.Morethanthree-quartersofAustralia’swhalestrandingsoccurinTasmania.
(2)
Partofapodofbeachedlong-finnedpilotwhalesliedeadinthesandatSeaElephantBeachonTasmania’sKingIsland,Australia,November28,2004.Morethan100whalesanddolphinsdiedintwoseparatebeachingsin24hoursonremoteAustralianislands,leavingrescuersonMondaystrugglingtosteersurvivorsouttoseaandpreventmorestrandings.
AfterreadingthenewstheremayappearaspecialatmosphereinclassamongtheSsandtheymaygetaspecialeducationaswell.TheteachercantaketheopportunitytomaketheSsknowdeeplytheimportanceoftheprotectingnature.

StepⅣListening(3)
T:NextwearegoingtolistentoaninterviewwiththesharkexpertDonJames.Beforeyoulisten,gothroughthestatementsinEx1onPage65andpredictwhatyouwillhearintheinterview.Thenlistenandnumberthesestatementsintheorderyouhearthem.
AftertheSshavefinishedreadingthestatements,playthetape.Thenchecktheorderofthestatements.ThenlettheSstrytoanswerthequestionsinEx2inpairs.Playthetapeforthesecondtime.AsktheSstotakesomenoteswhilelistening.Finally,asksomeofthemtoanswerthequestionswiththehelpoftheirnotesaccordingtowhattheyhear.

StepⅤHomework
T:Todaywehavetalkedaboutandlistenedtosomethingaboutseaanimals.Tomorrowwe’lllearnmoreinterestingthingsaboutthem.PleasepreviewthereadingpassageonPage24.Nowclassisover.Goodbye,everyone.
Ss:Goodbye,Sir/Madam.

TheFourthPeriodExtensivereading
Teachinggoals教學目標
1.Targetlanguage目標語言
a.重點詞匯和短語
reflecting,puremagic,beauty,cell,becameawareof,vivid,poisonous,cave,narrow,upsidedown,sharp,tasty,scaredtodeath,shallow
b.重點句子
I’msittinginthewarmnightairwithacolddrinkinmyhandandreflectingontheday—adayofpuremagic!
ThefirstthingIbecameawareofwasallthevividcolourssurroundingme...
Whatawonderful,limitlessworlditwasdownthere!
2.Abilitygoals能力目標
EnabletheSstoknowmoreaboutthelivingthingsundertheseaandexperiencethebeautifulandharmoniousnaturebyreadingadiarydescribingtheanimalsandsceneryundertheseaandlearntowriteasimilaroneaccordingtotheexpressionsgiven.
3.Learningabilitygoals學能目標
Trytoimprovethestudents’readingabilitybygraspingtheinformationinthedairyabouttheworldunderthesea.Strengthentheirsenseofenvironmentalprotection.
Teachingimportantanddifficultpoints教學重難點
EnabletheSstoreadforspecificinformationandguidetheSstowritetheirowndiary.
Teachingmethods教學方法
Reading,listeningandspeaking.
Teachingaids教具準備
Arecorder,aprojectorandacomputer.
Teachingproceduresways教學過程與方式

StepⅠRevision
T:Goodmorning/afternooneveryone!
Ss:Goodmorning/afternoon,Sir/Madam!
T:YesterdayIaskedyoutopreviewthereadingpassageonPage23.It’schosenfromsomeone’sdiary.Whatdoesthewriterwriteabout?
Ss:Thewriterreflectedhisorherexperienceofsnorkelingonthereef.He/Shedescribedtheanimalsandthesceneryunderthesea.
T:Goodjob!

StepⅡReading(1)
ReadinganddiscussingP24
T:Almosteveryoneofyoulikestowatchtheprogramsabouttheseaandthesealife.That’sagreatenjoyment.Don’tyouthinkso?Ifyouhaveachancetogoonasnorkelingtrip,howwillyoufeel?
Ss:We’llfeelcrazilyhappy./Thatwouldbethemostfantasticthing./Itwouldbethemostexcitingthinginmylife...
T:Yes,Icanunderstandyourfeelings.NowlistentothetapegoingwiththepassageonPage24withoutlookingatyourtextbooks.Trytocounthowmanyseaanimalsthewritermentionsinhis/herdairy.Let’sbegin!
PlaythetapefortheSstolistentoandlettheSstrytowritedownthenamesoftheseaanimalsmentionedinthediary.Afterthat,checkthejobbyaskingsomeonetotellthenamesoftheseaanimals.
T:Howmanyanimalsdoesthewritermentioninhis/herdiary?
Ss:7.
T:Whatarethey?
Ss:Theyareparrotfish,sea-slug,sea-star,turtle,eel,clamandreefshark.
T:Right.Bytheway,thereisanotherkindofcreature,notfish,whicharedescribedmuch,especiallytheirshapes.Whatarethey?
Ss:Corals!
T:Yes.You’vedoneverywell.Let’sreadthetextcarefullytoenjoythebeautifulviewundertheseaandhavealookattheselovelyanimals.Whileyouarereading,trytoanswerthequestionsonthescreenandfindoutthemainideaofeachparagraph.Fiveorsixminuteslater,I’llcheckyourworkbyaskingsomeonetoanswerthesequestionsandtelltheclassthemainideaofeachparagraph.Areyouclear?
Onthescreen
Para1Questions:1.Whatdidthewriterdointhemorningon19thJanuary?
2.Whatdidhethinkafterseeingsuchextraordinarybeauty?
Mainidea:__________.
Para2Questions:1.Whatisthefirstthinghebe-
cameawareof?
2.Doeshethinkthecoralsarefantastic?Why?
Mainidea:__________
Para3Questions:1.Didhefrightenthefishwhenheswamamongthem?
2.Whatfishesdidheseeunderthesea?Speakoutatleastthreekinds.
Mainidea:__________
Para4Questions:1.Werethereanythingthatmadehimfeelfrightened?Whatwerethey?
2.Dothesharkshementionedhurtpeople?
Mainidea:__________
Para5Question:Whydidhesayhewasverybrave?
Mainidea:__________
Para6Mainidea:__________
WhentheSshavefinishedtheirreading,checktheirworkintheask-and-answerway.Whentheysumupthemainideas,givethemnecessaryguideandthenshowthesuggestedideasonthescreen.
Takethefirstoneforexample:
T:Nowyouhavefinishedyourreading,haven’tyou?
Ss:Yes!
T:InPara1,whatdidthewriterdointhemorningon19thJanuary?
S:Hewentsnorkeling.
...
Suggestedanswersandmainideas:
Para1Answers:1.Hewentsnorkeling.
2.Hethoughteverycellinhisbodywokeupanditwaslikediscoveringawholenewdimensionoflife.
Mainidea:Goingsnorkelingonthereef,thewriterspentadayofpuremagicanditwasthemostfantasticthinghehaseverdone.
Para2Answers:1.Allthevividcolourssurroundinghim.
2.Yes.Becausetheywereshapedstrangelylikefans,plates,brains,laceandsoon.
Mainidea:Hebecameawareoffantasticviewsunderthesea,suchasthewonderfulcolours,thestrange-shapedcorals,andallkindsofelegantfish.
Para3Answers:1.No,hedidn’t.Thefishdidn’tseemtomindhimswimmingamongthem.
2.Hesawmanybeautifulfishsuchasanemonefish,parrotfish,angelfish,andsoon.
Mainidea:Hesawavarietyofbeautifulfishandsealifeunderthesea.
Para4Answers:1.Yes,therewere.Hedidn’twanttogettooclosetotheeel,thegiantclam.Andthegreyreefsharksmadehimscaredtodeath.
2.No,theydon’t.Theyarenotdangerous.
Mainidea:Thedescriptionofsomeuglyandmaybedangerouscreatures.
Para5Answer:Becauseheswamovertheedgeofthereefandhungtherelookingdownintodepthsoftheocean.
Mainidea:Hefeltveryexposedinsuchdeepclearwater.
Para6Mainidea:Sighwithemotion:WhatatinyspotIwasinthisenormousworld!
T:Verywonderfuljobyou’vedone!Nowdoyouhaveanyquestionsaboutthewordsandexpressionsinthepassage?
Dealwithsomelanguagepoints.
Languagepoints:
1.be/becomeawareof:gettoknow
e.g.Themangersofthecompanyhavebeenawareoftheirweakness.
Iwasnotawareofthefire.
Add:Thereisanotherpatternabout“beaware”:beaware+clause
e.g.Wewerequiteawarethatthecompetitionwasveryfierce.
Areyouawarehowtheywouldrespondtoourterms?
2.reflect
(1)vt.throw(light)back:
e.g.Amirrorreflectsapictureofyouwhenyoulookinit.
(2)vt.express(+clause)
e.g.Doeswhatyousaidreflecthowyoureallythink?
(3)vi.thinkcarefully(+on)
e.g.Hereflectedonmyquestionsbeforeanswering.
ThendealwithExx1-4onPage24.

StepⅢReading(2)
READINGTASKP66
T:Let’scometothestoryabouttheseagoddessonPage67.Lookatthetwopicturesbeforeyoureadthestory.LookatPicture1,whichpartoftheworlddoyouthinkthismanisfrom?
Ss:MaybeheisfromtheNorthPole.
T:Whydoyouthinkso?
S:Becausewecanseesomeicebergs.
S:Andheispaddlingacanoeandwearingthickclothes.
T:Then,whatdoyouthinkhisclothesaremadeof?
S:IfhedoesliveintheareaoftheNorthPole,Iguesshisclothesaremadeofanimalfurs.
T:Thatmakessense.LookatPicture2.Haveyouseenpictureslikethisbefore?
Ss:Yes.
T:Wheredidyouseethem?
Ss:Inthepicturebooksoffairytale./OnTVprograms.
T:Doyouknowanystorythatinvolvesacreaturelikeher?Whatisthestory?
Ss:ThefairytalewrittenbyAndersen,“TheLittleMermaid”.
T:Verygood!Nowlet’sglancethroughthestoryquicklyandmatchtheparagraphwiththecorrectsentenceinEx2onPage68.
AftertheSshavefinishedit,checktheanswers.
T:Infact,eachsentenceisthemainideaofitscorrespondingparagraph.Haveyoufindthat?
ThendealwithEx3.LettheSsreadthestoryagainandanswerthequestions.Atlast,checktheanswers.
Suggestedanswers:
1.Becauseherfatherwasgettingoldandhecouldnotlookafterherdaughteranymore.
2.HewasafraidthatSednawouldn’tagreetomarryhimifsheknewhewasnotamanbutaseabird.
3.BecausethebirdmancausedaseastormwithangerandSedna’sfatherwassofrightenedthathegrabbedSednaandthrewherintothesea.
4.MaybeSedna’sfatherwasonceseriouslyhurtbythebirdman.Sohewasfrightenedofthebirdman.
5.Yes.Becausewhensheisangry,shekeepsalltheanimalsintheseaawayfromthehunters,whodependontheseafortheirsurvival.AndIthinkthatisamagicpowerthenatureofferstoherforherbeauty,clearnessandkindness.
Iftimeallows,asktheSstotalkaboutthestoryconcerningitsmoraleducation.
T:Whatdoyoufeelafteryoureadthestory?WhatdoyouthinkofSednaandherfather?Whatdoyouthinkthestoryistryingtoconvey?Orwhathaveyoulearnedfromthisstory?Nowthinkaboutthesequestions.
Possibleidea1:
Ithinkitisamiserablestory.Firstly,itiswrongforSedna’sfathertoforcehisdaughtertomarryaman.Evenworse,whenherealizedhewaswrongandtriedtohelphisdaughtertoescape,heactuallygaveupfacingthethreateningandterrifyingfromthebirdman.Andtheworstthingisthathehimselfthrewhisdaughterintotheseaandthatkilledhisowndaughter.Ihatethefather.Heisacoward.
Possibleidea2:
Idon’tthinkitisabeautifullegend.Sednawasabeautifulandkindgirl.Sherefusedallthemenwhowishedtomarryherbecauseshelovedherfather,butherfatherdidn’tknowthat.Onthecontrary,heforcedhisdaughtertomarryamanshedidn’tlove.Whatwasworse,hegaveintothebirdmanwhofrightenedthemwithviolenceandthrewhisdaughterintothesea,evencutoffhisdaughter’sfingers.Whatafather!Heissocruel!IthinkthebadfatherwouldbepunishedbyGod.

TheFifthPeriodCommunicationandwriting
Teachinggoals教學目標
1.Targetlanguage目標語言
a.重點詞匯和短語
puremagic,extraordinarybeauty,fantasticthing,scaredtodeath
b.功能句式
That’snotgoodenough.
I’msorrybut...
I’mafraid...
I’mfeeling(annoyedwith/unhappyabout/unsatisfiedwith...).
I’mnotfeeling(happyabout/satisfiedwith...).
I’dliketotalktothemanager.
I’dlikeafullrefund.
That’snogoodforme.
I’dlikearefund,please.
2.Abilitygoals能力目標
EnabletheSstodescribeaplaceandtheplantsoranimalstherewiththetargetlanguage.
EnabletheSstomakecomplaintusingtheexpressionsgiven.
3.Learningabilitygoals學能目標
HelptheSslearnhowtowriteadescriptionofaplaceandtheplantsoranimalstherewiththetargetlanguage.
HelptheSslearnhowtomakecomplaintwiththetargetlanguage.
Teachingimportantanddifficultpoints教學重難點
HelptheSstomastertheusefulexpressionsandlearntousethemtoexpressblameandComplaintincertainsituations.
Teachingmethods教學方法
Discussing,guidedwritingandspeaking.
Teachingaids教具準備
Aprojectorandacomputer.
Teachingproceduresways教學過程與方式

StepⅠRevision
T:Goodmorning/afternooneveryone!
Ss:Goodmorning/afternoon,Sir/Madam!
T:Yesterday,IaskedyoutoworkingroupstocheckthemeaningsoftheexpressionsgivenonPage24andtalkaboutthetimesyouhadfeelinglikethese.Haveyoudonethat?Nowwhowouldliketotellaboutatimeyouhadthesefeelings?
ThenasksomeSstotellaboutthetimestheyhadfeelingslikethese.

Possibledescriptions:
Sa:Ihadadayofpuremagiclastsummer.MyparentstookmeforatourinBenxi,LiaoningProvince.Whenwewentintoacavern,wesawicicle-shapedstalactites(鐘乳石)grotesqueinshape,hangingfromtheroofofthecavern.Whenthestalactiteswerelightedbythecolorfullights,theylookedextraordinarybeauty.Thenwetookaboatfloatingontheriver,itwasverydark.Ourboathittherockofthebanknowandthen,makingmyheartbeatingwildly.TheexploringtourwasthemostfantasticthingIhaveeverdone.
Sb:Youreallyhadamagicday!WhenIwenttotheGreatWall,Ialsohadafantasticfeeling.Yousee,whenIwasclimbinganarrowironladderstraightuptoahighwatchtower,Ifeltscaredtodeathandmyheartwasbeatingwildly.ButwhenIreachedthetopofthewatchtowerandlookedoutoverthemountains,everycellinmybodywokeup.Mymoodwasextraordinarygoodanditwaslikediscoveringawholenewdimensionoflife.
Sc:ThetimeIspentatShengya—theWorldundertheSea,anaquariuminDalian,maybecomparedwithyours.WhenIgotintotheaquariumunderthesea,Ifeltlikediscoveringawholenewdimensionoflife.Avarietyofbeautifulfishandmanyotheroceananimals,whichIcouldn’tcalltheirnames,wereswimmingaroundandthecolorfulseaplantswerewavingsoftlyfollowingthecurrentofthesea.Seeingsuchextraordinarybeautyintheworld,Ifelteverycellinmybodywokeup.Thatwasreallyadayofpuremagic.

StepⅡWriting(1)
T:Inlastperiodwereadadairy,inwhichthewriterusedverybeautifulwordsandphrasestodescribecolours,patterns,shapesandbehaviouroftheanimals.Nowpleasewriteaparagraphtodescribeaplaceandtheplantsoranimalsthere.Youcanreadthethirdandthefourthparagraphofthedairyasmodelforyourownwriting.FiveorsixminuteslaterI’llcheckyourwork.
TheSswillreadthethirdandfourthparagraphbeforetheystartwriting.Whentheyarewriting,theteachershouldwalkaroundtoseeiftheyhaveanyproblemstodealwith.Fiveorsixminuteslater,showoneortwocopiesonthescreenandcheckthemwiththewholeclass.
Samplewriting:
Whenwecameintothearboretum,oursightwasattractedbyallthevividcoloursofvarietiesofflowersatonce—reds,yellows,purples,white,blue,pinks,orangesandsoon.IlovedLiliesverymuch,whichwereshapedlikehorns.Thewhiteoneswerethemostsweet-smellingwithlargesize;thepinkoneswerebeautifulinbothcolourandsweetandtheorangeoneswerevividincolourwithnosweetandsmallsize.IlovedRosesthebest.Theyhavealladvantagesinthelargeflowersizes,good-lookingshapes,richcoloursandsweetsmell.AnewtypeofRosenamedBlueYaojiwassocharmingthatIjustwantedtokissthegem-blueflowers.TheButterflyOrchidswerebothrareandbeautiful.TheycamefromTaiwanProvincewithalongbloomtime.TheygotthenameButterflyOrchidsbecauseoftheflowershapesbadlylikebutterflies.Mostofthemwerepurplesandwhite.ButIfoundayellowkind,onwhichtheflowerswereabitsmalllikeyellowjade.Theywerereallybeautiful.Seeingtheextraordinarybeauty,Ifelteverycellinmybodywokeup.Itwaslikediscoveringawholenewdimensionoflife.
StepⅢSpeaking
SpeakingandwritingP27
T:Inourdailylife,wesometimesmeetwithsomethingunpleasantandmakecomplaint.Sowhenyougotoanothercountry,youshouldlearntocomplainpolitely,thenyoumaygetagoodsolution.LookatthethreesituationsonPage27.Haveyouevermetthesesituationsinyourlife?Whatdidyousayatthattime?Orwhatwillyousayifyouareinsuchsituations?Thinkaboutit....Nowreadtheexpressionsabovethesituationsandseehowtheycanhelpyoutomakecomplaintforeachofthesituation.Thenworkinpairs,chooseonesituationandmakeupadialogueforit.
Afterawhile,checktheirworkbyaskingseveralpairstoactouttheirdialogues.

Possibledialogue1:
Sa:Yousee,Imissedmyflight,official.
Sb:Don’tworry.Youcantakethenextflight.Wewon’tchargemore.
Sa:Youwon’tchargemore?ImeanI’dlikearefund,please.
Sb:I’msorrybutwedon’thavethatterm.
Sa:Imissedmyflightbecauseyoudidn’tannouncedthedelayoftheflightovertheloudspeaker.Youdelayedmytourandyoubearresponsibilityforit.
Sb:Let’strytofindabettersolution.
Possibledialogue2:
Sa:Waiter!
Sb:Yes?
Sa:ThefishIorderedtastesterrible.I’dliketotalktothemanager.
Sb:I’msorry.I’mthemanager.I’llaskthemtochangethefishforyouatonce.
Sa:That’snotgoodenough.Comingheretohaveamealshouldbeapleasantthing,howcanyouoffermesuchbadfood.I’mfeelingveryunsatisfiedwithyourservice.
Sb:I’msorry.Buthowcanwemakeyousatisfied?
Sa:I’dlikeagooddishandafullrefund.
Sb:I’mafraidwecan’tdothat.Butwecansendyouanotherdish.
Possibledialogue3:
Sa:Lookatthetrousers!Theyaretooshortforme.
Sb:I’msorry.Letmehavealookatthem.Well,don’tworry,Icanmendthemforyou.
Sa:That’snogoodforme.I’mnotfeelinghappyaboutapairofmendedtrousers.
Sb:Ihaveagoodidea.I’lladdlacesalongthecuffs.Theywilllookbeautifulandfashionable.
Sa:ButI’dstilllikearefund.
Sb:AsIdelayedyourwearing,Iagreetogiveyouaquarterrefund.IsitOK?
Sa:That’sOK.
ThenasktheSstowritedowntheirdialoguesontheirexercisebooks.

StepⅣWriting(2)
WRITINGTASKP68
T:WehavelearnedthestoryofSedna.Canyouretellthestory?Youmayfeelitdifficulttoretellsuchalongstory.Don’tworry.TurntoPage68.Lookatthetopicsentencesofeachparagraph,usingthemasaguide.Thenyouwillfinditeasiertotellthestory.Nowworkwithyourpartner,taketurnstotellthestory.
Showthetopicsentencesonthescreen.Askastudenttoretellthestorybeforetheclass.ThengettheSstowritedownthestoryindividually,usingthetopicsentencesasaguide.
Samplewriting:
SednawasalovelyandbeautifulInuitgirlandshedidn’twanttogetmarriedbecauseshelovedherfatherverymuchanddidn’twanttoleaveherfatheralone.Butherfathertoldherthatshemustmarryaman.SothenextdaySednaagreedtomarryastranger,whopromisedheragoodlife.Butwhenshefollowedthemantohisplace,shediscoveredthatherhusbandwasabird!Sednafeltsounhappythatshecriedeveryday,callingherfather’sname.Whenherfatherheardthecryingofhisdaughter,hedecidedtohelphertoescape.Whenthebirdmanfoundthathiswifewasnotthere,hewassoangrythathecaughtupwiththecanoe,whichSednaandherfatherwerepaddlingback,andcausedaseastorm.Sedna’sfatherwassofrightenedofthebirdmanthathethrewSednaintothesea.AsSednasanktothebottomoftheocean,shebecameaseagoddess.Fromthenon,TheInuitbelievethatSednahaspowerovertheanimalsinthesea,sotheyshowhergreatrespect,especiallyaftertheycatchseaanimals.
T:Verygood.NowreadthequestionsinthetableofEx4toassessyourownwriting,revisingandmakingcorrectionsifnecessary.
Aftertheyhavefinishedwriting,letthemassesstheirownwritingsandtheirpartners’accordingtothetableinEx4.ThisactivitywillhelptheSstofindtheirproblemsandimprovetheirwritingability.
附件
文化背景知識
Oceanicseahorse
Fragileandmystical,theoceanicseahorse(Hippocampuskuda)isprobablywhatyouseewhenyoucloseyoureyesandthinkofseahorses.Whilenotthemostexoticspeciesofseahorse,itisaclassicrepresentationofabeautifulandfascinatingfish.You’llseemanytypesofseahorsesatShedd.
Oceanicseahorsesmaybeyellow,deepred,brown,orblackandmaybeblotchedorbanded.Theycanreachabout7inchesinadulthood.Theoceanicseahorseisalsoknownasthecommonseahorse,butthesadtruthisthatallseahorsesarebecominglessandlesscommon.Andit’spreciselytheirethereal,otherworldlycharmthathasgottenthemintotrouble.
We’vebeenenchantedbythesecreaturesformillennia.FrompractitionersofancientChinesemedicinetotouristsinFlorida,we’vebelievedtheirmagicgaveuswondrousthings—arthritiscures,loveelixirs,evenkeychains.
Now,becauseofthat,theyfaceahighriskofextinctioninthewild.Seahorsescannotproduceenoughoffspringtoreplacethehugenumbersfishedformedicines,petsandsouvenirs.Thereareseveralreasonsforthis.First,theyaremonogamous,andifoneofthepairiscaptured,itcantakealongtimefortheremainingpartnertomateagain.Second,thestrikingringedarmorthatprotectsseahorsesfrommanypredatorsdoesnotdevelopuntilthey’readultssoperhapsonlytwoinathousandjuvenileseahorsesreachadulthood.

GreenSeaTurtle—Characteristics
Name
GreenSeaTurtlesgettheirnamefromthecoloroftheirbodyfat,whichisgreenfromthealgaeorgrassestheyeat.TheHawaiianGreenSeaTurtlepopulation,isknownbyitsHawaiiannameHonu
History
GreenSeaTurtlesarereptileswhoseancestorsevolvedonlandandreturnedtotheseatolive.ThefirstturtlesappearedduringtheTriassicperiod,245to208millionyearsago.FossilsfortheearliestknownseaturtlesappearintheLateJurassicperiod,208to144millionyearsago.Turtlesareoneofthefewspeciesthatwatchedthedinosaursevolveandbecomeextinct.

Asreptiles,seaturtlespossessthefollowingtraits:
*Theyarecold-blooded,meaningtheygettheir
bodyheatfromtheenvironment.
*Theybreatheair.
*Theirskinisscale
Status
Now,scientistsrecognizesevenspeciesofthesemarinereptiles.Therecognizedseaturtlespeciesareasfollows:Greens,Hawksbill,Kemp’sRidley,OliveRidley,Loggerhead,FlatbackandLeatherback.TheLoggerheadSeaTurtleislistedasthreatened,theFlatbackislistedasvulnerable,andallotherspeciesarelistedasendangered.GreenSeaTurtlepopulationsofHawaiiarethreatenedandprotectedinHawaiiunderstatelaw.PopulationsofGreenSeaTurtlesoffthecoastofFloridaandthePacificcoastofMexicoarelistedasendangered.GreenSeaTurtlesareprotectedbythefederalEndangeredSpeciesAct,andlistedundertheConventiononInternationalTradeofEndangeredSpecies(CITES).CITESmakesitillegaltoimportorexportturtleproducts.
Shell
Inadditiontotheirreptiliantraits,allspeciesofturtlesexcepttheLeatherbackhaveevolvedabonyoutershell,whichprotectsthemfrompredators.TheLeatherbackistheonlysoft-shelledseaturtleandisinafamilybyitself.Theshellcoversthedorsal(back)andventral(belly)surfacesofaseaturtle.Thedorsalportionoftheshellisthecarapaceandiscoveredwithscale-likestructurescalledscutes,whiletheventralportionoftheshellisknownastheplastron.Expertscanidentifyspeciesofseaturtlesbythenumberandpatternofscutesonthecarapace.Theshellisconsideredthemosthighlydevelopedprotectivearmorofanyvertebratespecies.Whilemostlandturtlescanretracttheirheadsintotheirshellsforaddedprotection,seaturtlescannotandtheirheadsremainoutatalltimes.
Color
GreenSeaTurtleshavegreenflesh.Thecarapaceisolivebrowntoblack,whiletheplastronispaleyellowtocreamywhite.Thecarapaceismolted,variegatedincolor.RarelywillyoufindaGreenSeaTurtlewithasolidcoloredshell.Counter-shadingoftheshellconcealstheturtlefrompredators,makingitdifficulttodistinguishthedarkcarapacefromtheseafloorandthelightplastronfromthelightersky.
Size
GreenSeaTurtlesashatchlingsweighaboutanounceandhaveacarapacelengthof2inches.Asexuallymaturegreenseaturtleweighs200-350poundswithacarapacelengthof2.5feet.Adultsgrowtoacarapacelengthof3.5feetandweighanaverageof400pounds.OneofthelargestturtlesthateverlivedfromtheLateCretaceausperiod,144to65millionyearsago,reachedalengthof9.8-13feet.
Lifespan
Thelifespanofseaturtlesisnotknown.ItisbelievedthatGreenSeaTurtlesreachsexualmaturityaroundtheageof25yearsandcanliveupto80yearsofage.Thelongperiodofmaturationhelpstoexplainwhyittakesturtlessomanyyearstorecoverfromapopulationdecline.
Shape
Seaturtlesarewonderfullyadaptedtolifeintheocean.Theirshellsarelighterandmorestreamlinedthanlandturtles.Frontandrearlimbshaveevolvedintoflippers.Theseflippersmakeseaturtlesefficientandgracefulswimmers,capableofswimminglongdistancesinashorttime.